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partment of Public Instruction 



EDUCATIONAL PUBLICATIONS 



Bulletin No. 26 



Vocational Scries No. 13 



Domestic Science 



STATE COURSE OF STUDY FOR 

THE PUBLIC SCHOOLS OF 

INDIANA 



INDIANAPOLIS, INDIANA 
September, 1915 

Monograph 



Department of Public Instruction 

EDUCATIONAL PUBLICATIONS 

Bulletin No. 20 Vocational Series No. 13 



Domestic Science 



STATE COURSE OF STUDY FOR 

THE PUBLIC SCHOOLS OF 

INDIANA 



INDIANAPOLIS, INDIANA 
September, 1915 



INDIANAPOLIS: 

WM. B. BURFOKD, CONTRACTOR FOR STATE PRINTING AND BINDING 

1015 



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DEPARTMENT OF PUBLIC INSTRUCTION 

VOCATIONAL, DIVISION 



Charles A. Greathouse 
Superintendent of Public Instruction 



William Frederick Book 
Deputy Superintendent in Charge Vocational Education 



Z. M. Smith 
Supervisor Agricultural Education 



CONTENTS 



$ 



PAGE 

A. Introduction ' 

1. Minimum requirements for practical arts work 7 

a. Requirements for grades in rural, town and city schools 7 

b. Requirements for commissioned and certified high schools . 7 

c. Qualifications of teachers 8 

2. Aim and scope of the practical arts work 8 

3. Work in domestic science 10 

a. Aim of domestic science instruction to be given in the 
regular school course 10 

b. Scope of the domestic science work 11 

c. Methods of instruction 12 

d. Necessary teachers, rooms and equipment for domestic 
science work in public schools 13 

(1) Requirements for rural schools 13 

(a) Teachers 13 

(b) Rooms and equipment 13 

(c) Library equipment 14 

(2) Requirements for work in seventh and eighth grades 

in town, township and city schools • • ■ 14 

(a) Teachers 14 

(b) Rooms and equipment 14 

(c) Library helps 14 

(d) Character of work 14 

(3) Requirements for domestic science work in com- 
missioned and certified high schools 15 

(a) Teachers 15 

(b) Rooms and equipment 15 

(c) Library helps 16 

(d) Character of the work 16 

B. Course of study in domestic science for the seventh and eighth grades. 17 

1. Work in the rural schools 17 

2. Work in town, city and township schools 17 

3. Only one line of work should be attempted 17 

4. Suggestions for teachers 18 

a. Ends to be attained by domestic science instruction 18 

b. Methods to be employed in domestic science work 19 

c. Needs of local communities must be considered 20 

d. How to meet criticisms. 20 

(3) 



State Course Study in Domestic Science 

PAGE 

5. Lessons in cooking and the study of foods outlined by months 
and weeks 21 

6. Lessons in sewing and the study of textiles 58 

a. Equipment needed in the rural school 58 

b. Equipment needed in the city school 58 

c. Lessons in sewing outlined by months and weeks 58 

7. Outline for a study of the planning, care, furnishing and manage- 
ment of the home 82 

a. Outline for a study of house 82 

(1) Choosing a site for a home 82 

(2) Cellars 84 

(3) Construction of the framework 85 

(4) Floors and woodwork 86 

(5) House planning 86 

(6) Lighting 88 

(7) Heating 89 

(8) Water supply 91 

(9) Air for the house 92 

(10) Removal of wastes 93 

( 11 ) Furnishing a house 94 

a. Furniture 94 

b. Bedroom 95 

c. Rugs 96 

d. Curtains 97 

e. Kitchen utensils 97 

(12) Cleaning the house 98 

(13) Household pests and their prevention 100 

(14) The cleaning of clothes 101 

(15) Household accounts 102 

b. Special helps for a study of the planning, building, care and 

furnishing of a house 103 

Course of study in domestic science for the high school 104 

1. Aim and scope of the work 104 

2. Amount of work to be done. 105 

3. Library and laboratory equipment needed 105 

4. Outline for a course in cooking and the study of foods 105 

a. Recitation work 105 

b. Laboratory exercises 106 

5. Outline for a course in sewing and the study of textiles 106 

a. Recitation work 106 

b. Laboratory exercises 106 



Contents 5 

PAGE 

6. Suggestions for course in laundry science 107 

a. Recitation work 107 

b. Laboratory 107 

7. Outline for a study of the care of the home, home sanitation and 
hygiene 107 

8. Outline for a course in the planning and furnishing of the home. . . 108 

D. Library and laboratory equipment needed for domestic science work . 108 

1. Library helps needed for domestic science work in rural schools. . 108 

a. Cooking 109 

b. Sewing 110 

c. Laundry 110 

d. Sanitation and hygiene Ill 

e. Care, management and beautification of the home Ill 

2. Laboratory equipment required for domestic science work in 
rural schools Ill 

a. For study of sanitation, hygiene and care of the home Ill 

b. For a study of textiles and practice work in sewing Ill 

c. For study of foods and cooking 112 

3. Laboratory equipment needed for domestic science work in town 
and city schools 114 

a. Necessary rooms and equipment for sewing 114 

b. Necessary rooms and equipment for cooking 115 

(1) General equipment 116 

(2) Group equipment 117 

(3) Individual equipment 117 

4. Library helps needed for domestic science work in town and city 
schools 118 

a. For cooking 118 

b. Care, management and beautification of the home 119 

c. Textiles and sewing 119 

d. Laundry 120 

e. Sanitation and hygiene 120 

f . Domestic science bulletins 121 

(1) Farmers' bulletins 121 

(2) Helpful college and university bulletins 122 

(3) Other valuable helps 124 



STATE COURSE OF STUDY IN DOMESTIC 
SCIENCE 1 



A. INTRODUCTION. 

1. Minimum Requirements for Instruction in Practical Arts 

Subjects 

The law requires that elementary agriculture, elementary 
domestic science and elementary industrial arts shall be taught 
in the grades of all town, township and city schools as a part of 
their regular course of instruction, and further provides that the 
study of these subjects be continued in all city, town and township 
high schools, as the state board of education may direct. Every 
teacher required to teach any of the practical arts subjects should 
study carefully, and often, the following suggestions and direc- 
tions for this pre-vocationai work. 

The minimum requirements for this practical arts work are 
fixed by the law and the state board of education and are as fol- 
lows: 

o. requirements for grades in rural, town and city schools 

All town schools must teach agriculture and industrial arts 
to the boys of the seventh and eighth grades, and domestic science 
to the girls of the same grades. All city schools must teach in- 
dustrial arts to the boys of the seventh and eighth grades, and do- 
mestic science to the girls of these grades. Agriculture must be 
taught in the rural and district schools to the seventh and eighth 
grade boys and domestic science to the seventh and eighth grade 
girls. Industrial arts is not required in the rural schools. 

The minimum amount of time to be devoted to each of these 
practical arts subjects in the grades has not been increased this 
year and is fixed by the state board of education, as two regular 
recitation periods per week. 

6. requirements for the high school 

All commissioned and certified high schools must provide at 
least one full year's work in domestic science for the girls and 

1 The term domestic science is used throughout this bulletin in the sense that 
it is denned in the Indiana law as any education or training which "fits for 
occupations connected with the household". 

(7) 



8 State Course Study in Domestic Science 

a full year's work either in agriculture or industrial arts for the 
boys. These practical arts subjects should be placed on the same 
plane as the work in other high school subjects. These courses 
should be thrown open to all first year students, and no credit 
towards graduation will be allowed by the state board of educa- 
tion unless a full year's work has been completed in the subject 
taken. 

c. qualifications of teachers 

All teachers required to teach one or more of the practical arts 
subjects must hold a valid license in the subject or subjects they 
teach and present such license or special certificate to their trus- 
tee or school board when signing their contracts. 

2. Aim and Scope of the Practical Arts Work 

It has long been argued by students of education and child 
nature, that children can best be educated through their own 
activity and experience; that children can find themselves better 
through the avenues of metal, clay and wood construction than 
through the avenue of books. It has also been pointed out how 
nature study, a study of agriculture, drawing, manual training 
and the household arts helps to overcome the isolation which so 
often exists between school and life ; how all forms of hand and 
constructive work motivates the other school work ; how such work 
is needed to insure the natural and healthy growth and develop- 
ment of all children, and how, without it, normal habits of health- 
ful activity can not be acquired. But quite aside from these edu- 
cational considerations, it may be shown that instruction and prac- 
tice in the practical arts subjects is absolutely essential for laying 
the right sort of a foundation for all forms of productive and 
creative work. There is, therefore, a double reason for the em- 
phasis put upon this work. 

We, in Indiana, have taken upon ourselves the task of provid- 
ing vocational education for all our people. We are coming to 
feel that the real glory and true worth of life is not to the spender, 
but to the producer; that education should prepare us not merely 
to understand and appreciate the work and achievements of other 
men and times, but that it should fit us to become skilled and will- 
ing producers in some important and useful field of human en- 
deavor. We have come to feel that it takes a skilled worker or 
producer to make a good citizen of the state, and that every citi- 
zen should be prepared by education and training to do some use- 



Aim and Scope of Practical Arts Work 9 

ful form of work. We are coming to see that until this has been 
achieved the individual will not be able to make his own life of 
value to himself, or himself of service and worth to society. 

There are at least three steps in the process of preparing our 
present and future citizens for creative and productive work along 
every line : 

1. A period of general education is necessary, a period when the 
foundations for all occupations and future work are laid. All 
occupations or callings in life require a certain amount of gen- 
eral education before efficient preparation for a specific occupa- 
tion can profitably begin. And it is important to remember 
that the amount of such general preparation differs widely for 
the various professions or callings in life. 

2. There must also be a pre-vocational period of training when the 
pupils should be finding themselves vocationally and trying 
themselves out to determine which calling in life they should 
follow and prepare for. During this period pupils should be 
given the kind of instruction and guidance which would help 
them to make a wiser choice of their life work and enable them 
to try themselves out, as it were, in several fundamental lines 
of work to determine in which line they are most interested, and 
for which they have the most talent and capacity. They should 
also pursue, during this period, those studies which would be 
generally helpful and which would give the best foundation for 
the work they expect to follow as their life calling. 

3. There must be, in the third place, a period for vocational train- 
ing proper, a period when the dominant aim of the instruction 
should be to prepare directly for the particular occupation the 
pupils expect to follow as their life work. 

It is the opinion of the state department that vocational train- 
ing which aims to prepare directly for a specific occupation or call- 
ing in life can not be given with econonry or profit unless the right 
sort of foundation for such training has been laid. Beginning with 
the kindergarten and extending through the elementary and pre- 
vocational periods, there should be well co-ordinated hand and 
industrial work which would build up, in connection with the reg- 
ular work of the school, such ideals of service, such a knowledge 
about and interest in the fundamental occupations of life, such 
habits of thinking and work, such powers of observation and con- 
trol of all parts of the body as are a necessary prerequisite for all 
kinds of work. 



10 State Course Study in Domestic Science 

The practical arts work in the regular school is, therefore, a 
very necessary and important part of our state program for vo- 
cational education. It is the necessary preliminary step to ef- 
ficient vocational training as such, a step that should not be omitted 
and upon whose successful solution very largely depends the suc- 
cess of all future vocational work. 

Three lines of practical arts work have been provided for by 
our law: Industrial arts, domestic science and agriculture. 

3. Work in Domestic Science 

The Indiana law defines (i Domestic Science" as any education 
which fits for occupations connected with the household. In a 
vocational school or department for home-making the dominant 
aim must be to prepare for the occupation of home-making, the 
student devoting at least half her time to the home-making work. 
(See Special Bulletin, Department of Public Instruction, Voca- 
tional Series No. 14. ) As a foundation for this vocatoinal work and 
to give our young people a better understanding of and apprecia- 
tion for this fundamental occupation, the law requires that ele- 
mentary domestic science shall be taught in the grades of all 
city, town and township schools as directed and outlined by the 
state board of education and that this instruction shall be con- 
tinued in all city, town and township high schools as the state 
board of education may direct. (See Indiana Vocational Educa- 
tion Law, Section 5, 1913.) As in the case of the industrial arts, 
work has been outlined by the state board only for the pre-voca- 
tional period. 

a. AIM OF THE DOMESTIC SCIENCE INSTRUCTION IN THE REGULAR 

SCHOOL 

The domestic science instruction given in the regular schools 
should be organized and conducted so it would accomplish the fol- 
lowing results: (1) It should give to our young people a more 
intelligent appreciation for the important and fundamental oc- 
cupation of home-making. (2) It should prepare them, so far as 
possible, for efficient and economic work in the home. 

Much will depend upon the point of view and attitude of the 
teachers. Some teachers labor zealously and efficiently to teach 
the subjects of sewing, cooking, or home economics, and forget 
that it is the chief purpose of this instruction to give the pupils 
as much help as possible for solving the problems that are actually 



Aim and Scope op Domestic Science Work 11 

encountered in doing home work. It is not the aim to present in 
a systematic way a body of knowledge about cooking, sewing and 
other subjects pertaining to the home, but to bring scientific prin- 
ciples and the best practices to bear on the problems actually en- 
countered in the average home, to the end that these problems may 
be solved in a more efficient and economical way. 

b. scope of the domestic science work 

Any instruction which aims to train young people for the re- 
sponsibilities and work of the home must concern itself with some 
or all of the following problems or lines of work : 

1. Problems pertaining to the selection, production, prepara- 
tion and serving of foods, involving a study, by the problem or 
project method, of such subjects as cooking, serving, gardening 
and marketing. 

2. Problems pertaining to the selection, cleaning, repairing and 
making of clothing, involving a study, by the project or prob- 
lem method, of such subjects as sewing, laundry science, milli- 
nery and the like. 

3. The problems presented to the women who must take care of 
the home, including a study of such subjects as sanitation; 
personal and home hygiene; first aid to the injured; best de- 
vices for cleaning and sweeping; the care of furniture, floors, 
bedrooms, rugs; home nursing, etc. 

4. The problem of managing the home, including a study of 
efficiency methods as applied to home work; keeping household 
accounts; a study of budgets; the care of children, etc. 

5. Problems presented by the fact that all home-makers must prop- 
erly furnish and beautify their homes. This involves the ap- 
plication of culture and art to the business of home-making, 
and includes a study of home furnishing, home decoration, 
house planning and the like. 

It would take four years or more in a vocational school to do 
all this work well. Teachers should therefore not be too ambitious 
and undertake too much. The work should be so planned that 
whatever subject or subjects are taken up would be thoroughly 
taught, so that the work would not have to be repeated. Much will 
depend upon the methods of teaching used and the teachers' point 
of view. 



12 State Course Study in Domestic Science 

c. methods of instruction 

Three methods are at present used in this country and state to 
give instruction in the household arts. 

1. The academic or so-called "Cold Storage" method. Where 
this method is used the girls are first given the required infor- 
mation about chemistry, food values, textiles and the like, by 
lectures, the use of text books, or laboratory exercises. Later 
they are taught to apply the knowledge thus gained to actual 
problems, or are left to make the application themselves as best 
they can when occasion demands. The method is well illus- 
trated where mere text book work is done, or in its better form 
where teachers are in the habit of lecturing to their classes on 
certain days about things which arc to be tried out in the labora- 
tory or home later on. 

2. The "Application or Project" method is followed where the 
girls learn their chemistry or the relative values of different 
foods, or acquire a knowledge about textiles as they need it in 
the practical work they are doing in the home or school labora- 
tory. Each girl is given the needed help while she is actually 
doing the work. She is given a definite project or problem to 
work out and receives the necessary instruction and help while 
actually doing the work. She would, for example, be taught 
the principles of sterilization while canning vegetables or fruit. 

3. A third method of procedure may be described as somewhat 
of a mixture of these two. The instruction is largely class in- 
struction, not individual project work. The amount of applica- 
tion is usually limited and the practice work is carried on under 
conditions which are more or less artificial. The problems 
taken up are often artificial or imaginary. Theory is given 
first. The application comes later. Too little attention is given 
to applying the knowledge gained to the problems encountered 
in doing actual home work. 

In all the domestic science work in the schools of the state 
the second or application method should be used. Scientific in- 
struction and actual practice should go hand in hand. Practice 
without guiding principles makes the work mechanical and unin- 
teresting. Theory without practice is unreal and profitless. Pu- 
pils should be set to work on real problems such as are encountered 
in actual home work. Where the experimental and practice work 
is done in the school, great care must be exercised to make the 
conditions for work as near like those encountered in the home 



Requirements for Rural Schools 13 

as possible. Garments should be made by the best modern meth- 
ods that can be applied in the home, not according to some logical 
method which the teacher fancies is important, but which has long 
since been discarded by the most skilled and practical workers in 
the field. The cooking, mending, and laundry work done by the 
pupils should be actual work, not model exercises or the perform- 
ance of artificial experiments. In sewing little or no time should 
be spent on stitches and model work. In cooking the preparation 
of actual meals should be encouraged and the importance of home 
practice emphasized. Every effort should be made to have the 
girls practice at home the things they have learned at school. 

It is believed by the department, that economic learning in 
this field can not take place unless theory and practice go hand in 
hand in some such way as has been described. Practice work and 
co-operation with the home is absolutely necessary if the instruc- 
tion is to be made real and truly worth while. Great care must, 
therefore, be exercised in planning and equipping the school labora- 
tory and in making and administering the course of study in do- 
mestic science. People in Indiana do not yet cook with electricity 
and perhaps never will. Pupils should, therefore, not be taught 
to cook with electricity in the school laboratory. Mothers do not 
prepare a meal by cooking one thing at a time. The most economic 
and efficient method of preparing a well-balanced meal should, 
therefore, be emphasized. 

d. NECESSARY TEACHERS, ROOMS AND EQUIPMENT FOR DOMESTIC 
SCIENCE WORK IN THE PUBLIC SCHOOLS 

(1) Requirements for Rural Schools 

(a) Teachers. The domestic science work in the rural schools 
must be done by the regular teacher in co-operation with the moth- 
ers in the home. It is very desirable to have a township or county 
supervisor to help the regular teacher with the work, and many 
county superintendents and trustees in the state have already 
made provision for employing special teachers for such supervisory 
work. 

(b) Rooms and Equipment. The work must be done in the 
regular schoolroom and at home. The reading, study and demon- 
stration work should take place at school, where facts and prin- 
ciples are taught. The practice work must be done in a special 
room to be provided or at home. For official lists of equipment 
needed see this Bulletin, Section D, pp. 111-114. 



14 State Course Study in Domestic Science 

(c) Library Equipment For a list of reference books and 
bulletins needed by pnpils and teachers, see official list in Course 
of Study, this Bulletin, Section D, p. 108. 

These books and bulletins should so far as possible be supplied 
by the trustees. If all the books can not be purchased m one year, 
half might be purchased one year and half the next, The boys 
and some local carpenter could make a case for the books where 
they might safely be kept Some schools, by giving entertain- 
ments, have made enough money to buy a good library and all the 
equipment needed for the demonstration and practice work under- 
taken This may be done wherever absolutely necessary. It is 
expected, however, that the trustee will provide all needed equip- 
ment. 

(2) Requirements for Seventh and Eighth Grades in City, Town 
and Township Schools 

In city, town and township schools more and better work can 
be done. 

(a) Teachers. There should be a teacher or teachers specially 
trained and equipped to do all work undertaken. 

(b) Rooms and Equipment. There should be a room and 
equipment needed for teaching the elements and practice of sewing. 
A room and suitable equipment for teaching the principles and 
practice of home cooking. This equipment should be adapted to 
meet the needs of the local community. It is difficult to make the 
conditions in a school normal for cooking and sewing work. In 
order to remove this difficulty some school boards have purchased 
or leased a house or modern flat for the domestic science work. 
This makes it easier to make the practice work normal and real 
and is strongly advised wherever it can be arranged. 

(c) Library Helps. There should be adequate library mate- 
rials for both teacher and pupils in the particular field of work 
taken up in the course. See this Bulletin, Section D, pp. 108-111. 

(d) Character of Worlc. All work undertaken must be real 
and practical and, so far as possible, correlated with the drawing 
and art work of the school. The art department or teacher of 
drawing should assist in every possible way with the instruction in 
domestic art and such other phase of the domestic science work as 
are closely related to the work of her department. 

No satisfactory correlation has as yet been worked out between 



Requirements for High Schools 15 

this elementary instruction in domestic science in the grades and 
the work to be done in the high school. But it is pretty clear that 
in the grades the practice side of the work should be emphasized 
and that whatever is attempted should be well done. 

Teachers and county superintendents should in general not at- 
tempt to do more than one line of work. They should have their 
pupils study either foods and cooking, textiles and sewing, or make 
a study of the home along the line suggested in the state course of 
study. A county or township might take up one of these lines of 
work for all its schools, but for reasons that will readily appear 
that subject should be taken up which the teacher can teach best 
in her particular school. Such a line of work should be selected 
and begun at the opening of the school term and continued 
throughout the year. 

A detailed course of study in (1) The study of foods and 
cooking, (2) The study of textiles and sewing, (3) The study of 
the home, and official lists of laboratory and library equipment 
for the domestic science work in the rural, graded and commis- 
sioned high schools, are given in this Bulletin, pp. 108-11 and 
118-24. 

(3) Requirements for Domestic Science Work in Commissioned 
and Certified High Schools 

(a) Teachers. There must be a specially trained teacher or 
teachers for the domestic science work. It is far better to have 
a thoroughly qualified teacher and little or no equipment, than 
ideal rooms and equipment and an untrained and unskilled teach- 
er. Township trustees may employ a special teacher to teach the 
domestic science in two or more of their schools. 

(b) Rooms and Equipment. There must be a suitable room 
and the necessary equipment for teaching the principles and prac- 
tice of home sewing. A laboratory and the necessary equipment 
for teaching the principles and practice of home cooking. A room 
19 x 26 ft. will accommodate 20 pupils at a time, but a room 26 x 
28 feet, or 30 x 40 feet would be better. The room should be on the 
top floor, so that the fumes will not interfere with the rest of the 
school work. The cooking laboratory must be well lighted and 
ventilated. 

It is difficult to make the conditions in a school-room normal 
for teaching domestic science. It is also sometimes difficult to se- 
cure the necessary rooms for the work. In order to meet these diffi- 
culties some school boards and trustees have leased a house or mod- 



16 State Course Study in Domestic Science 

ern flat for the domestic science work. This makes it easier to 
make the work real and practical and is advised wherever it can 
be arranged. It is the most efficient and inexpensive way of pro- 
viding for the work, but for obvious reasons such a dwelling or 
flat should be located near the school building. 

(c) Library Equipment. There should also be adequate library 
helps for both teacher and pupils. A suggestive list of suitable 
bulletins and books is given in the state course of study. See this 
Bulletin, Section D, pp. 118-124. 

(d) Character and Amount of Work to be Done. All work 
undertaken must be real and practical, and, so far as possible, cor- 
related with the drawing and art work of the school. The teacher 
of drawing should co-operate to the fullest extent with the teacher 
of domestic science, by adapting her instruction in drawing and 
design to the problems met with in the teaching of home sewing, 
home decorations and millinery. At least one full year's work 
must be provided for by all commissioned and certified high schools. 
The work should be placed on a par with other subjects offered in 
the course and provisions made for adding a second and third 
year as rapidly as possibly so that those desiring to do so might 
have an opportunity to specialize in this subject. 



B. COURSE OF STUDY IN DOMESTIC SCIENCE FOR THE 
SEVENTH AND EIGHTH GRADES 

1. Work in the Rural Schools 

Three lines of domestic science work may profitably be under- 
taken in a rural school : (1) A study of the care, decoration, plan- 
ning and sanitation of the home. (2) A study of clothing and 
practice work in sewing. (3) The experimental study of foods or 
demonstration and practice work in cooking. A detailed course 
of study in each of these fields of the domestic science work has 
been outlined below and official lists of library and laboratory 
equipment needed made out (see Section D, pp. 108-11 and 103-4). 

2. Work in Town, City and Township Schools 

In town, city and township schools more and better work can 
be done. No satisfactory correlation has as yet been worked out 
between this elementary instruction in the grades and the work to 
be done in the high school. It is pretty clear, however, that in the 
grades the practice side of the work should be emphasized and that 
whatever is undertaken be well done. 

3. Only One Line of Work Should be Attempted 

The work to be done in any particular school should be limited 
to one of the lines of work mentioned above. The teacher, in co- 
operation with the county superintendent, should, before school 
begins, select one of the lines of ivork outlined below and follow 
the lessons and suggestions given on this topic in the state course 
of study. It may not be possible to do all the work outlined on 
that topic. Each teacher should plan to do the work she is best 
prepared to do and which can to best advantage be done in her 
particular school in the time at her disposal. More work has been 
outlined in each field than any teacher in a rural school can do 
well. Great care should, therefore, be exercised not to attempt to 
do more work in that field than can be well done in the time that 
is available for the work. The above discussion of methods and aims 
and the state course of study given below should be carefully and 
repeatedly studied by the. teacher. 



18 State Course Study in Domestic Science 

4. Suggestions for Teachers 
a. ends to be attained by the domestic science instruction 

The chief aim of the domestic science instruction is to teach 
the children helpfulness in the home, to give them a right ap- 
preciation for the occupation of home-making, to teach them the 
value and proper use of the things brought into the home, and to 
give them the scientific and practical help needed to enable them 
to solve in an economic and efficient way the problems which the 
home-makers of Indiana are called upon to solve. 

The problem confronting the teachers and State is to find the 
most practical method of securing these results. 

There are at least five groups of problems that a home-maker 
in Indiana is called upon to solve: 

(1) Foods. An efficient home-maker must be able to buy with 
judgment both prepared foods and raw materials; she must be able 
to prepare and serve meals and have some practical knowledge of 
the principles involved in the preparation of menus and the bal- 
ancing of food values. The home-maker in the village and country 
must, in addition, have a practical knowledge of gardening, poultry 
and dairying, i. e., she must know how to produce much of the food 
used in the home. 

(2) Clothing. Home sewing, dressmaking, the ability to buy 
either ready made garments or to purchase suitable materials for 
making garments, the care of clothing, washing, ironing, mending, 
removing stains, remodeling and making hats and children's 
clothing and the like, constitute a second important group of prob- 
lems which the average home-maker in Indiana is called upon to 
solve. 

(3) Care of the Home. The home may also be regarded in the 
same way as any other collection of articles which together are 
used for a specific purpose. In the case of a factory or business 
the building, equipment, etc., is called a "plant". In this sense 
the home constitutes a most important business "plant", whose 
care, upkeep, and management require special and adequate train- 
ing if the work is to be properly done. The best and most economic 
devices for cleaning and sweeping ; proper care of furniture, floors, 
rugs, bedrooms, etc., the value and purpose of disinfectants, get- 
ting rid of flies, mosquitoes and other insect pests, are some of 
the problems that might be mentioned in this field of the home- 
maker's work. 



Suggestions for Teachers 19 

(4) Household Management. Home-making is an occupation 
to which efficiency methods may be applied with great advantage 
and profit. The average home-maker must deal with problems 
pertaining to sanitation, the feeding and care of infants and chil- 
dren, home nursing and care of the sick. She should learn how 
to plan her day's and week's work, how to keep household accounts, 
in fact how to manage her home in the most economic and efficient 
way. 

(5) House Planning, Home Furnishing and Decoration. Over 
and above the four groups of problems mentioned above, which 
deal more or less specifically with the maintenance of the home, 
stands another important group of problems which deal more 
specifically with the application of the elements of culture and art 
to the business of home-making. The ability to deal in a practical 
Avay with the application of the principles of art as they come up 
in such questions as the furnishing of the home, the beautification 
of the home and its surroundings, landscape gardening, etc., rep- 
resents another important group of problems for the home-maker, 
though we may not know just how practical help for their solution 
can best be given. 

Students can not be trained for efficient home-making in a few 
lessons or weeks. It takes careful instruction and training in 
special courses or schools organized and conducted to fit specifically 
for this particular occupation. But whether the instruction is 
given in a regular school, or in special courses or schools designed 
to prepare specifically for the occupation of home -making , each 
lesson should give definite help for the solution of some of the prob- 
lems indicated above. 

b. METHODS TO BE EMPLOYED IN THE DOMESTIC SCIENCE WORK 

Any instruction in domestic science to be practical and real 
must give help along some or all of the five lines mentioned above. 
Merely imparting to children a certain amount of information 
about cooking, sewing or the care and management of the home 
will not suffice. The instruction and training must be of such a na- 
ture that real help will be given for the solution of some of the 
actual problems which the home-maker is called upon to solve. 

Carefully planned instruction and actual practice must go hand 
in hand if efficient results are to be attained. Pupils must be set 
to work on problems such as are encountered in an actual home. 
The conditions under which the work is done must be made as near 



20 State Course Study in Domestic Science 

as possible like the conditions encountered in the home. Garments 
should be made by the best modern methods that can be used in 
the home. The work in sewing should include help in the selection 
of materials as well as help on the cutting and sewing side. The 
mending and laundry work done by the pupils should be actual 
work, not model or artificial experiments. The preparation of 
actual meals should be encouraged and every effort made to have 
the girls practice at home the things studied or learned at school. 
There can be no real learning in the subject of domestic science 
unless scientific instruction and actual practice work go hand in 
hand. 

c. needs of local community must be considered 

The conditions and needs of the local community must be con- 
sidered. The teacher should make herself familiar with the com- 
munity in which she is teaching in order to be able to select the 
projects which best meet the needs of that particular locality, then 
proceed to work out these problems with her class. In a poor dis- 
trict the problem of giving helpful instruction in domestic science 
is different from the problem in a more prosperous community. 
If the problems suggested in the course of study do not fit the con- 
ditions they should be changed. The essential thing is teaching 
the children helpfulness in the home, giving them a right appre- 
ciation for the fundamental occupation of home-making, and giv- 
ing them as much help as possible for solving efficiently and eco- 
nomically the problems which the home-makers in that particular 
community are called upon to solve. 

d. HOW TO MEET CRITICISMS 

Do not become discouraged in communities where the domestic 
science work is criticized. The teacher with determination and 
tact will overcome these difficulties if she will be careful to do 
well everything she undertakes. Do not begin work which you 
can not prepare to do well in your school. Give the pupils definite 
help on the problems they meet in their home work. Read care- 
fully the introduction to this course of study and the above sug- 
gestions for teachers at least once each month. They will help 
make your work more real and valuable. Be as tactful as you 
can; plan to do well everything you undertake and the results 
will take care of themselves. If in trouble or doubt about any of 
the work write to your county superintendent or to the Vocational 
Division, State Department of Public Instruction, for further sug- 
gestions and help. 



Cooking and Study of Foods 21 



5. Lessons in Cooking and the Study of Foods Outlined by 
Months and Weeks 1 

Tn teaching cooking as outlined in the state course of study 
teachers often feel themselves handicapped because of a lack of 
equipment. There are three methods which may be followed in 
teaching cooking: 

1. The laboratory method, requiring equipment and space enough 
for each girl to do individual work. 

2. The observation or demonstration method, requiring only equip- 
ment enough for giving demonstration work in cooking before 
the class. 

3. The home project method, requiring practically no equipment 
in the school, but great skill on the part of the teacher direct- 
ing and planning the work so that the child becomes interested 
enough in the work at school to go home and apply what has 
been learned at school. 

Two sorts of work in cooking may be done: (a) An experi- 
mental study of foods may be made followed by practice work in 
the home along the lines of study taken up in the school, (b) Dem- 
onstration and practice work in cooking. The former can be done 
in any rural school if the teacher is interested and has had some 
training, or will work out the problems taken up for herself. Prac- 
tice work in cooking can not be successfully done unless a separate 
room or compartment can be fitted up for the work. 

For a statement of the equipment needed for practice work in 
cooking and the experimental study of food see official list of equip- 
ment, Section D, pp. 111-113. 

September 
First Week. 

The Kitchen. Several general rules can be given for the plan 
of a good kitchen, but detailed rules should never be made unless 
all conditions are understood. A kitchen should be the most sani- 
tary room in the house ; by sanitary we mean a room that can be 
kept clean easily, can be aired well and can have plenty of sunlight 
entering sometime during each day. The location considered best 



1 The following lessons in cooking and sewing were prepared at suggestion of 
department by Mary L. Mathews and Leila Gaddis, Department of Home Economies, 
Purdue University. 



22 State Course Study in Domestic Science 

for the kitchen is on the north or south side of the house rather 
than on the east or west, because the afternoon sun is unpleasant 
in doing afternoon work, and often in the mornings the kitchen 
becomes unpleasantly warm from the sun. There should be win- 
dows or doors so arranged that there will be cross-ventilation. The 
walls and floors should be washable. Never cover a kitchen floor 
with a carpet. Linoleum is best where it is necessary to cover the 
wood. Walls should be painted or papered with washable paper 
— the former is the better plan. Light colors should be used in 
painting wood-work or in finishing walls, because if the kitchen is 
to be kept clean the dirt must be easily seen. Built-in cupboards 
are more easily cared for than movable ones because they do not 
have to be moved in cleaning. A sink makes a kitchen much more 
convenient and can be arranged even in the country. Porcelain 
sinks are best, but expensive. White enamel iron ones are good 
and not high priced. Chairs, a high stool, a table on castors, a 
stove and cooking utensils are the necessary equipment for a kitch- 
en. A kitchen should be large enough to do comfortably all the 
work necessary to be done there. A kitchen should not be used as 
a sitting-room, it should not be used as a laundry and should not 
be used as a place of storage. Large kitchens are not considered 
best because of the many steps the extra space makes for the house- 
wife. 

A discussion with the pupils as to the equipment necessary in a 
well arranged kitchen would be interesting. If there is no labora- 
tory in which to have different articles of equipment used, pictures 
will answer in explaining the use of measuring cups, spatulas, etc. 
Often the making of a booklet on ' ' The Kitchen ' ' will bring before 
the child's notice something about plans, arrangement and equip- 
ment. Always be careful to present the work in such a way that 
the child does not become dissatisfied with conditions at home. 

The laboratory work should consist in a discussion of the clothes 
to be worn in the kitchen or laboratory. The girls should be told 
that all clothing for kitchen wear should be washable; that wool 
or silk are not suitable. The laboratory apron should be white and 
should be made with a bib. Cap and sleeves are not necessary. 
White material is best because it teaches the child to be careful 
in wearing an apron, and also as the dirt shows so easily the apron 
will be changed when soiled. If there is to be laboratory work done 
a list of equipment should be made and the use of each article dis- 
cussed. 

The laboratory work this week should consist of the taking of 



Cooking and Study of Foods 23 

temperature of water at boiling, hard boiling, simmering and in 
a double-boiler. A chemical thermometer can be used and can be 
purchased for a dollar. If there is no laboratory equipment a 
small alcohol burner will furnish the heat necessary and a double- 
boiler can be borrowed for the purpose. 

Second Week. 

Stoves and Fuels. The most common fuels are wood, coal, kero- 
sene and gas. Wood is of two kinds, i. e., hard and soft. Soft 
wood produces a quick fire but one of short duration. Hard wood 
burns much more slowly but the fire lasts longer than one made 
with soft wood. Make a list of the hard and soft woods found in 
the community. 

' ' Coal is of many kinds and is all formed from ancient vegeta- 
tion which has been buried deep in the earth for a long time and 
subjected to a high degree of heat and pressure. Coal has a higher 
kindling point than wood, burns with a strong steady heat for a 
long time and holds fire much longer than the hardest wood." 
(Bailey.) 

Kei'osene or coal-oil is made from petroleum. It is a cheap fuel 
and is fairly safe if the stove is kept clean and in good condition. 

Gas is either natural or manufactured. Natural gas can only 
be used in localities where it is found. Artificial gas is made from 
coal, petroleum, oil, wood or peat. 

Gasoline is not safe to use in schools but can be used safely in 
homes where the proper care is exercised. 

Stoves for different fuels vary greatly in construction. In buy- 
ing a stove select one with little trimming. A stove should be so 
arranged that it can be taken apart and cleaned easily. In a coal 
or wood range drafts should be carefully examined to determine 
whether they are properly arranged to control currents of air. 
When fuel burns it gives off a gas called carbon dioxide, which is 
invisible. Smoke and soot are largely waste as they contain bits 
of fuel that have not been properly burned. In the laboratory, 
if there is a stove or range, a demonstration in the proper laying 
and kindling of a fire should be given. If this is not possible a 
cross section drawing of a range showing the drafts and their action 
should be explained. 

Canning fruit should be the work given this week. While this 
work is not the easiest work upon which to begin, yet it is neces- 
sary at this time because there will be no fruits available later. 
Proper sterilization means success in fruit canning. By complete 



24 State Course Study in Domestic Science 

sterilization is meant the heating of fruits, jars, lids, and rubbers 
at the boiling point until all bacteria have been killed. Successful 
canning requires complete sterilization followed by quick sealing 
of the fruit in the can in such a manner that the air is excluded 
from the fruit. Jars, lids and rubbers should be put in cold water ; 
placed on the fire and allowed to come to boiling point and then 
boiled twenty minutes. Do not remove the jars from the boiling 
water until fruit is ready and do not wipe or handle the jar wheu 
filling. Glass jars with glass tops should be used because they are 
most easily kept in a sanitary condition. Any cook book will fur- 
nish receipts for canning. // the work cannot be done in the school- 
room directions for doing the work at home should be given and 
the resulting product brought to school. 

If there is no laboratory work possible an experiment in the 
preservation of food might be made. Fill four test tubes about 
half full of water. In each place a few small berries or pieces of 
apple or pear. Plug each tightly with cotton. Put one aside and 
label (a), place the others in cold water and gradually bring the 
water to boiling point. Take one tube out when water has reached 
simmering point and label (b) ; take out a second the moment the 
water boils and label (c) ; remove a third after the water has boiled 
half an hour and label (d). Set all tubes aside in a warm place 
and watch for several days to determine which were successfully 
sterilized, which will be indicated by their not spoiling. This illus- 
trates the principles of sterilization in canning. 

Third Week. 

Fruit. Fruit is used by the plant as a means of attracting birds 
and insects so that the seed contained in the fruit may be carried 
and thus propagate the species. Our cultivated fruits have all 
been developed from wild varieties. Make a list of fruits growing 
in the locality. Fruit is very wholesome and should often be used 
in the diet. Fruit to be good for food must never be overripe or 
green. Green fruit causes digestion disturbances because of the 
large amount of . cellulose present and because of the excessive 
amount of acid present in the fruits. Decayed fruit is overripe 
fruit, The fruit is decayed because molds, a kind of plant, have 
developed and later on, in the process of deterioration, there are 
bacteria. Therefore, in canning fruit, ripe fruit should be chosen 
which has not begun to decay, because it is easier to sterilize such 
fruit. As fruits cannot be used fresh at all seasons it is necessary 



Cooking and Study op Foods 25 

to preserve fruits in different ways. The oldest method is that of 
drying and there are many dried fruits on the market such as figs, 
raisins, prunes, etc. Sugar, spices and salt are all preservatives, 
but using these with fruit destroys the original flavor. Fruits may 
be preserved for short periods by keeping at a low temperature. 
Canning fruits is the best method known. 

List the fruits that are usually dried and those that are canned. 
Have a discussion about buying fruits and make their selection 
plain, by using examples of good and bad fruit. 

The laboratory work this week should include the making of 
preserves and jelly. The best fruits for jelly making are fruits 
that are not entirely ripe because they contain more pectin, a sub- 
stance which gives fruits their jelly forming property. 

If there is no laboratory work possible in the school-room the 
following experiment may be used. Use the juice from several 
different kinds of fruit. Heat two tablespoonfuls of juice and add 
to this two tablespoonfuls of alcohol. If the mixture becomes thick 
like gelatin it shows the presence of pectin, an ingredient of the 
juices of ripe fruits, which determines their jelly-making properties. 
Test each juice to determine its value for jelly making. 

Fourth Week. 

Definitions in Food Study. Food is that which when taken into 
the body builds and repairs tissue and produces heat and energy. 
All foods are made up of different parts called food nutrients, and 
of these there are five that are of great importance, i. e., protein, 
fat, carbohydrates, water and mineral matter. The food nutrients 
that build tissue are protein, mineral matter and water; those that 
produce heat and energy are protein, fat and carbohydrates. 

Foods are classified according to the food nutrients which they 
contain. Protein foods are such foods as meat, eggs, milk, legumes 
and cereals. Carbohydrate foods include the fruits and vegetables. 
Examples of foods containing a large per cent of fat are butter, 
olive oil and nuts. A great many foods under the other classes 
contain fat. All foods contain water and mineral matter. If the 
body is to be properly nourished there should be all the food nutri- 
ents represented in our meals. When meals are arranged in this 
way a ''mixed diet" is said to be used. 

Vegetarians do not eat any animal food but get protein from 
the cereals and legumes. Protein furnishes both building mate- 
rial and heat and energy, but protein foods cannot be used in a 



26 State Course Study in Domestic Science 

diet alone because they are too concentrated and because the sys- 
tem needs bulky material which is furnished by fruits and vege- 
tables. 

The laboratory work this week should consist of making pickles. 
Pickling is preserving in acid or brine. Vinegar and salt with 
spices are generally used. To illustrate how these materials act 
as preservatives the following experiment may be performed. Place 
a slice of fruit in a small bottle, cover with water and seal. Cover 
a second slice with vinegar ; a third with salt ; a fourth with sugar 
and a fifth with ground spice. Allow these to stand for a week in 
a warm place and determine which materials are preservatives. 
At the end of this week if the home method of teaching has been 
used it would be well to have an exhibit of the canning work done 
in the homes. The fruit should be scored with a score card and 
criticisms made. 

October 
First Week. 

Carbohydrates. The food nutrient known as carbohydrates is 
found in foods in the forms of starch, sugar and cellulose. There- 
fore all foods that contain these can be said to contain carbohy- 
drates. Fruits and vegetables are the foods in which the largest 
per cent is present. 

"Cellulose is the substance from which the framework of the 
plant is built, it gives rigidity to certain parts and if these plants 
are used as food the greater proportion of cellulose contained, 
the more difficult will be their digestion. There is more cellulose 
in the older parts of the plant, as the stem, than in the leaves and 
fruit." (Bailey.) Absorbent cotton is an example of almost pure 
cellulose. When choosing fruits or vegetables, those that are young 
and fresh should be used because the cellulose is in a more diges- 
tible form. Cellulose softens in long cooking but its chemical form 
is not changed. 

Starch is contained within the cellulose walls of plants. It is 
the form in which the plant stores food. The starch is found in 
the form of granules in the cells of the plant. Starch grains are 
of many shapes and sizes. When starch granules are boiled in 
water they lose their shape and break up, forming a paste. When 
vegetables are cooked the starch in them is affected in this way. 
Cold water does not affect starch. Sugar is the circulating form 
of carbohydrates found in plants. Sugar differs from starch in 



Cooking and Study of Foods 27 

appearance, in its sweet taste and in being soluble in cold water. 
All starch is changed into sugar after it is eaten and before it is 
absorbed by the body. Fruits contain a large per cent of sugar. 
Some vegetables like corn contain sugar. 

The Laboratory Work. This week will begin the cooking of 
vegetables. Boil a potato and bake a potato. Potatoes should 
never be allowed to soak in cold water after being peeled because 
this allows some of the starch to soak out. Use boiling water in 
which to cook potato and allow it to boil briskly. Never allow a 
potato to stand in water after it is cooked. 

A potato that has been baked should be pierced with a fork or 
broken as soon as taken from the oven. This is to allow the escape 
of moisture that makes the potato ' ' soggy. ' ' 

If no laboratory work can be done the following experiments 
will illustrate principles in regard to starch and its cookery : 

(1) Action of Cold Water on Starch — To \ teaspoonful of corn- 
starch add 2£ teaspoonfuls of cold water. Mix thoroughly. Allow 
H to stand until starch settles. When water is clear drain it off 
and dry starch. Drew conclusions. 

(2) Action of Boiling Water on Starch. — To 2^ teaspoonfuls 
boiling water in a test tube add \ teanspoonful dry starch without 
stirring. Examine the lumps. Starch lumps, when mixed with hot 
water direct, because the starch granules have not be separated 
enough to form a smooth mass with the water. 

(3) Action of Heat on Cold Water Mixture — To £ teaspoonful 
cornstarch add 2£ teaspoonfuls cold water. Mix thoroughly and con- 
tinue to stir while heat is applied. Use a thermometer to note 
when clear. What has become of starch granules? Dilute with 
water. Draw conclusions. (These experiments are given by Nel- 
son in "Hand-book of Domestic Science.") 

Second Week. 

Vegetables. Vegetable foods are divided botanically into the 
following groups: 

1. Cereals, such as wheat, oats, corn. 

2. Pulses, such as peas, beans. 

3. Roots and tubers, such as carrots, turnips, potatoes. 

4. Green vegetables, such as cabbage, lettuce. 

5. Fruits and nuts, such as apple and walnut. 

6. Fungi and algse, such as mushrooms, Iceland moss. 



28 State Course Study in Domestic Science 

Make a list of all the vegetables found in the community, plac- 
ing' them under the various divisions. 

When vegetables are studied from the food standpoint they are 
divided into two large groups. (1) All those that contain a large 
per cent of starch and cellulose, known as starchy vegetables. (2) 
Those that contain practically no starch but a great deal of cellu- 
lose, called succulent or green vegetables. The first group is rich 
in food value but the latter group is largely used to furnish variety 
and flavor and to add bulky material which is helpful to digestion 
when not present in too large amounts. The starchy vegetable 
group includes potatoes, rice, macaroni, beans, peas, corn, wheat, 
oats. The succulent vegetables are cabbage, celery, lettuce, tur- 
nips, onions, tomatoes, spinach, cucumbers. In planning a meal 
such as dinner it is best to have representatives from both classes 
on the menu. The starchy foods are cooked to break up the cellu- 
lose in the plant and change the starch grains so that they can be 
more easily digested. The succulent vegetables are very often 
eaten fresh without cooking, as in salads. 

The laboratory work should consist in making white sauce. A 
white sauce is a mixture made of a liquid! a fat, and a thickening 
agent. Cream sauces, gravies, purees are all white sauces flavored 
in different ways. In making a white sauce use the double boiler 
when milk is the liquid used. Heating the liquid, adding the fat 
and thickening agent mixed together, and stirring carefully is the 
easiest method for beginners. White sauces vary in thickness 
according to their use. No. 1 is thinnest and is made with 1 cup 
liquid, 1 tb. fat and 1 tb. of flour or ^ tb. of cornstarch. In the 
thicker sauces the flour is varied and the sauces are known as No. 
I, No. II, No. Ill, and No. IV white sauces. 

Where no laboratory work can be done, a more careful study 
of starch can be made. Place a very thin slice of potato under 
the microscope and examine starch cells and make a drawing. Cut 
up a potato into thin pieces and place in cold water. Let this stand 
for several hours. Remove the potato and allow the liquid to set- 
tle. Drain off most of the liquid, thoroughly stir the remainder, 
and boil. The white sediment in the bottom of the pan is starch. 
Boil a piece of potato for a few moments. Remove from water. 
Drop iodine on the potato. Iodine turns starch a purple blue. 

Third Week. 

Potatoes and Rice. In the United States in 1911 over 292,000,- 
000 bushels of potatoes were raised. This is far ahead in quantity 
of any other vegetable produced. The potato is a native of Chili, 



Cooking and Study op Foods 29 

Peru and Mexico. For a long time the potato was cultivated only 
in Virginia, having been brought there by Spanish explorers. Later 
it was carried from Ireland into the New England States. In 1777 
it was still regarded in England as only fit for stock food. Potatoes 
are easily kept when properly stored. They should be kept where 
the temperature does not go below 35° F. If potatoes have become 
wilted in storage they should be soaked in cold water until crisp 
before peeling. This takes several hours. Just under the peeling 
of a potato there is a great deal of the mineral matter and protein 
found. When very thick peelings are cut off in preparing the pota- 
to for cooking, practically all this material is lost. If cooking is 
continued so long that the potato breaks apart, there is a loss of 
food value unless the water in which the potato was cooked is used 
for soup. When potatoes are boiled with their "jackets" little 
food value is lost. Baked potatoes lose little food value. Raw 
potatoes are not easily digested because the starch and cellulose 
have not been broken up. Potatoes should not be used as a diet 
alone because they do not contain enough protein. 

Rice was introduced into this country in 1694. Some rice is 
grown in the Southern Atlantic and Gulf States, but we annually 
import from foreign countries five times as much as we raise. Rice 
contains a large per cent of starch and is very valuable as a food. 
Starch grains of rice are small. Rice will absorb five times its 
weight of water when cooked. The best method of cooking rice to 
save all the food nutrients is by steaming. Rice is easily digested. 
Rice can be used as a substitute for potatoes in the diet because it 
is of similar composition. 

The laboratory ivork should be the making of escalloped rice. 
Cook the rice in four times its weight of boiling salted water. Use 
No. II white sauce. Cheese may be added to the white sauce to give 
flavor. Escalloped dishes should be baked in earthenware utensils, 
always well greased before using. White sauce and vegetables 
should be placed in alternate layers and the top covered with but- 
tered bread crumbs. Where laboratory work is not possible a few 
tests in measurements may be made. 

Determine No. of tp. of water in 1 tb. 

Determine No. of tb. of water in 1 measuring enp. 

Determine No. of cups of water in 1 quart. 

Determine No. of tp. of flour in 1 tb. 

Determine No. of tb. of flour in 1 cup. 

Determine No. of cups of flour in 1 quart. 

(Flour should be sifted once before using.) 



30 State Course Study in Domestic Science 

If possible determine number of cups in 1 lb. of flour, of sugar, 
of lard. Always use level measurements. 

Fourth Week. 

Macaroni. This starchy food is made from hard wheat. It is 
drawn, molded or stamped in various forms and is known in trade 
as macaroni, vermicelli, spaghetti, noodles, Italian paste and simi- 
lar products. The largest amount of macaroni wheat is raised in 
Russia. The wheat is washed, crushed and sifted so that only the 
finely ground parts from the grain are used. This flour is mixed 
with water in long troughs and a stiff paste formed. This is then 
passed into a perpendicular hydraulic steel press, the bottom of 
which is perforated with holes and in the center of each hole is a 
pin attached. As the paste is pressed down it passes through the 
perforations and long tubes are formed from the dough. These are 
tough and not easily broken. The strings of tubes are cut up into 
three feet lengths and are allowed to dry on racks in the sun. After 
this first drying process, the product is stored for twelve hours in 
a cellar to allow the moisture to become better distributed. It 
is then dried for several days, sometimes in the open air or some- 
times in a properly constructed chamber. Spaghetti consists of 
smaller sized tubes than macaroni. Vermicelli is the paste molded 
into different forms such as letters and numbers and is usually used 
in soups. These foods were originally used in Italy, but are being 
eaten in large quantities in this country now. Macaroni in cook- 
ing will swell and absorb as much as three times its weight of 
water. It is a very valuable food because, besides containing a 
great deal of starch, it contains considerable protein. It is never 
necessary to have potatoes or rice in the same meal with macaroni. 
An exhibit of each of these foods might be -purchased showing the 
girls in just what kind of packages these are sold. Different meth- 
ods of cooking macaroni should be discussed. 

The laboratory work should consist in making an escalloped 
dish of macaroni and cheese. Experiments that may be performed 
are as follows: 

Heat some cane sugar (granulated) in a frying-pan over the 
fire, stirring constantly until the sugar melts. This product is 
known as barley sugar. Continue heating the mixture and there 
will be chemical changes take place which cause the sugar to ac- 
quire a dark color and a peculiar taste. This is caramel and is 
used for flavoring custards, icings, etc. 



Cooking and Study of Foods 31 

Place a small quantity of sugar in some cold water. Stir well. 
Does sugar act like starch? Determine which dissolves sugar the 
quickest, hot or cold water. 

November 
First Week. 

The Study of Green Vegetables. Structure and classification 
of vegetables. Green vegetables have a decided place in our diet 
in that they give to it variety, which is an essential, and mineral 
matter which gives to the body rigidity, and bulk, a third necessary 
factor in the diet. 

Many vegetables, especially potatoes, beets, turnips, carrots, cab- 
bage and onions, may be stored in the cellar for winter use. Two 
of the most commonly stored vegetables besides potatoes, which 
were taken up in the lessons for October are cabbage and onions. 
Review pp. 28-9 above. 

Cabbage was probably first cultivated by the Germans or early 
Saxons and was used by the Greeks in Rome in early times. The 
English were rather slow in its acceptance but the Scotch and Irish 
were especially fond of it. The leaves rising from the root stalk 
grow together in such a manner that a compact head is formed, 
the light being excluded from the inner leaves, they become crisp 
and tender from lack of chlorophyl. Cabbage contains about 91% 
water, it therefore cannot be of high food value. However, there 
is both sugar and starch present and a little protein and mineral 
matter. Cabbage being rich in cellulose is not easily digested, but 
is valuable as a variant in the diet. 

Onions. The onion belongs to the lily family and is especially 
valuable for the flavor which it imparts to other foods. This flavor 
being due to a volatile oil compound containing sulphur. The 
original home of the onion was probably in Southern Asia or in the 
countries surrounding the Mediterranean Sea. It is readily grown 
from the seed or onion set and when young the entire plant is often 
eaten. Onions are best grown where there is an abundance of 
moisture. To be successfully stored, they must be thoroughly dry, 
and kept at a low temperature (just above freezing), with plenty 
of good ventilation. Onions may be cultivated over large areas 
in temperate climates, and even in tropical climates. 

In the United States, the onion holds the third place among 
truck crops— 14,000,000 bushels valued at $10,000,000 have not 
only been grown, but consumed in a single year in the United 



32 State Course Study in Domestic Science 

States. The most common varieties in use are the white, red and 
Bermuda. The bulbs grown in Spain and Portugal are imported 
to Great Britain, while those grown in Bermuda are imported to 
the United States, and are of a more delicate flavor than those 
grown in northern climates. 

Laboratory Work. Have children make a list of all the green 
vegetables used for food and discuss best season of year for their 
use. 

General Directions for Preparing Vegetables: 

(1) Wash thoroughly, if necessary use a brush. 

(2) Pare, peel or scrape if skins must be removed. 

(3) Soak in cold water until ready to cook. (Keep crisp.) 

(4) Cook in freshly boiling salted water until tender. 
Proportions 1 tsp. salt to 1 qt. of water. Use just as little 

water as possible to save mineral matter. Cover vessel loosely so 
that steam may escape, otherwise the vegetables will be of bad 
flavor and often a poor color. 

(5) Drain off water, and serve hot. 

To Prepare Stuffed Onions. Wash onions thoroughly and peel 
under water. This prevents their hurting the eyes. Cook ac- 
cording to above directions. Remove core, fill with buttered bread 
crumbs. Brown in oven and serve with White Sauce No. 2. (See 
directions given in October lessons for making of White Sauce, 
p. 28.) Why serve with White Sauce? 

Should time permit prepare escalloped cabbage. Discuss other 
methods of cooking cabbage ; the reason for the addition of fat and 
protein being added. Encourage children to prepare these dishes 
at home. 

If no laboratory work is given, a discussion of storage might be 
taken up. Compare home commercial methods, bringing out points 
favorable to satisfactory storage, namely: vegetables or fruit 
must be free of bruises or soft places and in as near perfect a condi- 
tion as possible. The room or cellar must be clean, cool, darkened 
and dry. An experiment might be made by bringing into the 
schoolroom an apple bruised, and a perfect one. Leave each 
in the warm lighted room to see how soon they are affected by the 
heat and light. Two other apples might be used, one solid and 
one bruised — placing bruised place against the perfect apple to 
see how soon the perfect apple begins to ' ' spoil. ' ' Conclusions ? 



Cooking and Study of Poods 33 



Second Week. 



Preserving Vegetables and Fruits. Two other methods of pre- 
serving green vegetables and fruits in the home are by canning and 
drying. It is said that the ancient Greeks and Romans preserved 
fruits by canning. By experience they learned that the simple 
principle of sterilizing the product by heat, then sealing it in ves- 
sels so that the air was not admitted, would keep the food indefi- 
nitely. 

Canned vegetables are inexpensive because they are put up 
during the season when abundant. They add variety to the diet ; 
and a good flavor is also retained. A comparison of home canned 
vegetables with commercial products, as to price, 1 quality and 
quantity, color and flavor should be made. 

Most vegetables and fruits are best when fresh, but since they 
can not always be obtained, preservation by drying, has long been 
a practical means of keeping them for use during the season when 
not growing. From the beginning of civilization, drying, a method 
aiding nature's processes, has been used. Seeds dry as they ripen 
and berries dry on the bushes. Pumpkin was often dried in strips 
by the Colonial housewives. Green beans in pod, peppers, and 
sections of apples were often strung and hung where they would 
dry readily. The bulk and weight of such food (due to the evapo- 
ration of water) is greatly reduced, and therefore it requires less 
room for storage and less labor in moving from place to place. The 

1 The following actual case is probably typical of what may be accomplished 

in this line : On September 21, 1914, Mrs. went to the Indianapolis market 

and bought one-half bushel of string beans, one-half bushel of tomatoes, nine dozen 
cucumbers for pickles, one-half basket of grapes for conserve. She did the mar- 
keting and her regular housework, canned the tomatoes and beans, made her 
pickles and grape conserve, and cleared $6.64 by the transaction. She worked 
about six and a quarter hours on the canning, netting her a little more than one 
dollar per hour for the time she worked, counting actual cost of materials used, 
and market prices paid the store for the same amount of food. The following 
is a detailed statement of the completed transaction : 

I. Cost h bushel beans, 35c, gas 17c; total cost 52c. Result, 13 qt. jars beans. 
These cost at store 15c per jar or $1.95. 

Gain on beans $1.43 

I. Cost I bushel tomatoes 30c, gas 15c; total cost 45c. Result, 15 jars 
tomatoes, which sell at store for 18c per jar, or $2.70. 

Cain on tomatoes $2.35 

III. Cost cucumbers 15c, vinegar 10c, sugar, 3c, spice lc; total 29c. Result, 5 
jars pickles, which sell at store at 20c per jar, or $1.00. 

Gain on pickles $0.71 

IV. Cost i basket of grapes 7c, 1J lbs. sugar 12e, raisins 10c, oranges 6c; 
total cost 35c. Result, 8 jars conserve, which sell at store at 20c, 
$1.60, and 2 quarts grape juice, which sells at 45c, 90c. 

Gain on transaction $2.15 

Total gain, $6.64. 

3—5321 



34 State Course Study in Domestic Science 

success of drying depends upon the evaporation of water, because 
yeasts, molds and bacteria, thrive only where there is moisture, 
proper food and a warm temperature. 

The value of dried fruits is not generally appreciated, mainly 
because they require less labor in preparation and are cheaper. 
The older products were sometimes damaged by dust and insects, 
now these difficulties, are easily overcome. Some of our choicest 
fruits and vegetables are now dried. When properly soaked and 
cooked, quite as much food value is obtained from dried foods as 
from fresh foods similarly cooked. 

Laboratory Work. Prepare Cream Tomata Soup. If labora- 
tory is large enough, use one can home-canned tomatoes and one 
of commercial product. Compare as to quality, color and flavor. 

Make prune whip, using dried prunes which have been soaked 
over night, or for a couple of hours. Cook until tender. Taste 
without sugar, to see the amount of carbohydrate in the form of 
sugar present. (Review lessons for October, pp. 26-7.) When 
sugar and white of egg are added, the dish is a most palatable one, 
besides one containing protein, mineral matter, carbohydrate and 
water. (Classify according to September Lesson. This bulletin, 
pp. 25-6.) 

Where no laboratory work is given different kinds of dried 
fruits of approximately the same size might be placed in equal 
measures of water and allowed to stand for an hour or different 
lengths of time. The vessel should then be drained and the re- 
maining water measured to determine the amount of water taken 
up by the fruit. 

Even in a rural school where there is only a heating stove, the 
following experiment might be made, to illustrate preservation by 
drying. Pare an apple or apples. Cut in eighths. Remove cores 
and place apple upon a plate over boiling water. Turn the fruit 
several times during the first two hours. Continue drying over 
steam for from four to five hours, then place loosely in a cheese 
cloth bag and hang in current of air, stirring the contents occa- 
sionally until thoroughly dry. 

Third Week. 

Salads and Salad Dressings. Salads have a distinct place in 
the diet. 

(1) It is an attractive means of using vegetables. 

(2) Valuable because of mineral salts in vegetables. 



Cooking and Study of Foods 35 

(3) They provide a means of adding fat to diet, i. e., cream 
and olive oil add fat in a way in which it might not otherwise be 
used. 

(4) Salads also serve as a means of using left-overs. 

(5) They often add attractiveness to the meal and therefore 
are valuable because attractive dishes are eaten more readily and 
are more easily digested. 

The classification of salads is based upon the materials used : 

(1) Simple Salads are made of salad vegetables when young 
and tender and are prepared without cooking. Such vegetables 
include water cress, celery, pepper grass, dandelions and lettuce. 
(Review work for September and October, Structure of Vegetables, 
pp. 25-30.) 

(2) Salads made from other uncooked vegetables, such as cu- 
cumbers, tomatoes, onions, cabbage, sweet peppers. Fruits and 
nuts such as apples, bananas, oranges, grapefruit, pineapple, cher- 
ries, grapes and English walnuts, pecans, almonds, peanuts, etc. 

(3) Salads made from cooked vegetables such as potatoes, beets, 
carrots, peas, beans, cauliflower. Also meats, fish, eggs, chicken, 
tongue, salmon and other left-overs. 

General Rales for Making and Serving Salads. Use good in- 
gredients. Arrange daintily and attractively and serve cold. Add 
the salad dressing to "simple salads" just before serving. Why? 
Serve with a heavy meal because the food nutrients obtained 
from other dishes served in the menu furnish enough food value 
with the addition of a salad to give a large amount of food nu- 
trients. 

"Where mixing or stirring is done, always use a fork, because 
the salad will be more thoroughly mixed and not mashed or crushed. 
A steel fork or tin spoon left in the salad for a short time might 
be the cause of poisonous compounds being formed. For this rea- 
son a silver, wooden or aluminum fork should always be used. 

Heavy salads such as meat, egg and vegetable combinations 
should be served as the main dish because of the food content. 

Fruit salads are valuable for the mineral matter, carbohydrate 
in form of sugar (see pp. 26-7 above), and the variety which 
they give to the diet. Have children make lists of salad 
materials commonly used in the home, classify and discuss the 
value of each as an element of diet. 



36 State Course Study in Domestic Science 

Salad Dressings. There are three classes of salad dressings. 

(1) French — a combination of equal parts of oil and vinegar 
or lemon juice, with flavoring, blended, without being cooked. 
(Discuss value, and combination with which suitably served.) 

(2) Mayonnaise, in which oil, vinegar, egg and seasoning are 
combined without being cooked. (Discuss food value and use.) 

(3) Cooked dressing which is best known and used more than 
other types. This is made on basis of White Sauce. (See pp. 
28-29 above.) 

Laboratory Work. Potato Salad. Wash potatoes thoroughly, 
and boil with jackets one, so that little of food value will be lost. 
Let cool, peel and dice. Also cook an egg by putting in pan of 
boiling water, place on back of stove for 40-45 minutes in warm 
place. (Eggs are a protein food and should be cooked at low tem- 
perature for a long time.) For this salad prepare boiled dressing 
as follows : 

2 girls — (| recipe) £ c. milk 

1 tsp. salt 2 tsp. butter 

^ tsp. mustard | c. vinegar. 
1 tsp. sugar 

Mix dry ingredients similar to White Sauce before adding vin- 
egar, and egg — yolk and white beaten separately. Serve on lettuce 
leaves which have previously been thoroughly washed, dried be- 
tween folds of a clean towel and thoroughly chilled. Have children 
arrange salad on plate and serve one another for practice serving. 

Where no laboratory work is given, a few simple experiments 
showing preservation by means other than storage, canning or 
drying may be used. Pare a ripe apple or pear, cut into quarters. 

(1) Place one piece on plate and expose at room temperature. 

(2) Place another piece in small bottle. Cover with water and 
seal. } 

(3) Place another piece in bottle of vinegar. 

(4) Cover another piece with ground spice. Let Nos. 2, 3 and 
4 stand for several days if possible and compare with (1). 

Fourth Week. 

Cereals. "A cereal is any grass grown for its edible grain, the 
plant as a whole or the grain itself." 

Cereals are valuable because they contain all five food princi- 
ples. (Review work for September, fourth week, pp. 25-6 above.) 
The general average is about two-thirds carbohydrates, one-tenth 



Cooking and Study of Foods 37 

protein, one-tenth water, and a little fat and mineral matter. Be- 
cause of the large amount of carbohydrates they contain cereals 
are chiefly valuable as fuel foods. The amount of protein makes 
them also worthy of consideration as tissue builders. Protein foods 
are usually expensive, therefore cereals are valuable because of the 
cheapness, and can often be substituted to some extent for the more 
expensive foods, such as eggs, meats, etc. 

Richest in protein content are oats, wheat, corn and rice. 
Cereals rich in protein are poorest in starch. 

Oats is a very valuable cereal which has never been discovered 
growing wild. It must always be cultivated and is used as food 
by both man and beast. It was first grown in Europe 2,000 years 
ago and in Great Britain for more than 600 years. It requires a 
climate cool and moist, during the growing season. It is much 
more susceptible to drought than wheat and other grains. In Scot- 
land oatmeal has long been used for food and within the last forty 
years it has been one of the most important breakfast foods in the 
United States. In the milling process all the cellulose is not re- 
moved. This, however, has the advantage of stimulating intestinal 
action. 

Corn. Indian Corn was not known to the civilized world until 
the discovery of America. Today, in the United States at least, 
it ranks next to wheat as a cereal used in the home. It can be 
grown anywhere in the temperate zone, but until recently, has 
been cultivated in the western hemisphere only. At the time of 
the crop famine in Ireland it became so generally cultivated and 
used, that it now holds an important place as a cheap food material. 

Corn is an important agricultural crop in Indiana, Illinois, 
Iowa, Missouri and Kansas. In the Southern States, corn prod- 
ucts are used more extensively than in the other States. Corn 
meal, the chief manufactured product, is prepared by grinding the 
corn thoroughly, sifting it, or "bolting" as it is called, thus remov- 
ing the outer covering or husk. In this process the portion of 
the grain known as the germ, which contains the fat, is removed. 
If this were left in it would cause the corn meal to become strong 
and stale, but when removed in the milling process, corn meal 
becomes an easily stored product. Corn meal is valuable because 
it is a carbohydrate food, is cheap, and can easily be cared for in 
the home. 

Many different methods are used in preparing cereals. Certain 
principles, however, are always to be considered. 



38 State Course Study in Domestic Science 

(1) The cereal is cooked to sterilize it. (Review work for Sep- 
tember, Lesson on Sterilization, pp. 24-25 above.) 

(2) To improve flavor and appearance. 

(3) To make it more digestible. (Review work for October, 
Lesson on Carbohydrate Foods, p. 26.) 

Laboratory Work. Have children make a list of ready pre- 
pared cereals with which they are familiar ; also a list of cereals to 
be cooked ; naming grains from which each is made. Discuss stor- 
ing of cereals by means of glass jars, and tell why advisable. 

Prepare oatmeal or cream of wheat with figs in top of double 
boiled. Discuss method of cooking overnight, bringing in the 
advantage of planning one's work ahead, and a food better pre- 
pared, than one hurriedly cooked for breakfast. 

Where no laboratory work is given, discuss the manufacture 
of the cereal most commonly used in the neighborhood. An exer- 
cise correlated with the agriculture work may be planned. In a 
one-room rural school, a cereal could be prepared in a large double 
boiler on the heating stove, and the cereal served for luncheon, the 
children bringing the milk and sugar from home. 

December 
First Week. 

Protein Foods. The word "protein" comes from a Greek word 
meaning ' ' I take first place. ' ' It is food containing nitrogen, and 
in every growing cell nitrogen must be present. (Correlate with 
physiology work.) Protein furnishes the material from which 
the tissues are built or repaired, and is therefore a necessary part 
of the diet. 

Foods having a large percentage of protein are the following: 
1, meat; 2, fish; 3, milk; 4, eggs; 5, cheese; 6, legumes; 7, nuts, 
excluding chestnuts. 

It will be noticed that the first five are from the animal king- 
dom. Protein foods are our most expensive foods, therefore, care 
should be exercised in their selection, preparation and use. 

Milk. The milk which is used in this part of the world is 
largely cow's milk, but in foreign countries goat's milk as well 
as ewe's milk is used extensively in the manufacture of cheese. In 
countries where there are no cows the milk of native animals is 
used. The value of milk for nourishment is not as well understood 
as it should be. By many people it is considered a beverage rather 
than a food. Milk is a complete food, in that it contains all the 



Cooking and Study op Foods 39 

food principles. (Review work for September, p. 25), but it is 
not a perfect food because the ingredients are not in proper pro- 
portion. The average composition of cow's milk is protein 3.2%; 
fat 3.9% ; sugar 5.1% ; mineral matter .7% ; water 87.1%. 

The proportion of fat found in milk varies with the kind of 
cows, and often dairymen have in their herds a mixture of breeds 
of cows. The kind and amount of feed, the age of cow, and the 
climate also affect the production of milk. (Discuss care of cows 
and stables, sanitary methods of milking and handling of milk after 
milking, also care of utensils used in handling milk. Where pos- 
sible visit a good dairy and creamery. 

When milk stands, the fat, which is in small globules, comes to 
the top, and is known as cream. From cream, butter is manufac- 
tured. Skim milk is whole milk from which the fat has been 
removed. Its value is not sufficiently appreciated, and it should be 
used for cooking purposes. 

Butter Milk, the residue left after removing the fat, is often 
discarded, but in late years has been considered of great value 
because it is easily digested and has qualities which destroy disease 
producing germs in the digestive tract. Among the milk products 
we have butter, many kinds of cheese, home made and commercial, 
such as Cream, Edam, Limburger, Neufchatel, etc. 

Laboratory Work. Milk being a protein food is coagulated by 
high temperatures, therefore, in laboratory work, the use of a 
double boiler is advised. 

Many people do not have access to ice or other proper storage. 
Besides keeping it on ice milk may be preserved for a short time 
by pasteurization — a process by which the milk is heated from 
60° to 65° C. for ten minutes or longer. When properly bottled, 
keep in cool place and note time milk keeps. 

Sterilize a bottle of milk by heating to 100 C. and keep there 
for some time. Note difference in taste of fresh milk, pasteurized 
and sterilized milk. Note length of time sterilized milk "keeps." 
Discuss application of methods, and method used in home for keep- 
ing milk. Have children make list of dishes prepared at home in 
which milk is used. Milk should never be left in an open cup, 
pitcher or crock, because it absorbs flavors readily and is exposed 
to dirt and dust. 

These experiments could be made on a heating stove in any 
rural school. 

Where no laboratory work is given, an inspection trip to a 



40 State Course Study in Domestic Science 

good dairy, or a trip to a creamery would be beneficial. If such 
a trip is made it should be carefully planned far in advance so 
that certain things would be observed and definite results obtained. 
The results of such an excursion should be written up as a com- 
position lesson. 

Second Week. 

Discuss the manufacture of cheese, both cottage and commer- 
cial products. 

Laboratory Work. Cheese is a protein food, therefore must 
be cooked at a low temperature. Place a piece of cheese in a hot 
frying pan. Results? Place same sized piece in top of a double 
boiler. Results? Draw conclusions. 

Prepare potato au gralin, using white sauce, No. 2, in which 
cheese is grated. Why cook cheese this way ? 

Where no laboratory work is given in rural school the cheese 
experiment could be made on the heating stove or by using test 
tubes and an alcohol lamp. Make a list of dishes used in the home 
that are made with cheese. 

Third Week. 

We are still studying protein or tissue building and tissue 
repairing foods. Perhaps no article of diet is more commonly 
eaten in all countries than eggs. Hen's eggs are most common, 
although eggs of other fowls such as ducks, geese, turkeys and 
guineas are used to a greater or less extent. 

All are familiar with the appearance of an egg as it comes from 
the market, or the home. Eggs of birds or fowls vary in color; 
hen's eggs vary from a pure white to a light or deep brown in 
tint. Many people believe that dark-shelled eggs are "richer" 
but investigation have shown that there is no correlation between 
physical appearance and chemical composition. 

Eggs are considered a complete food because they contain all 
the material necessary for the development of the chick. They 
contain protein, mineral matte]-, fat, water, but no carbohydrates. 
(Review "Definitions in Pood Study," pp. 25-27 above.) 

The tissue of the chick is composed of essentially the same mate- 
rials as are the tissues of the human body. The principle tissue 
building portion of the egg, or protein, is albumen, the white of 
the egg being composed chiefly of albumen and water. So much 
water is present that one -half of the yolk is water. The yolk 
contains some albumen, large amounts of fatty substance or oil, 



Cooking and Study op Foods 41 

and mineral matter. Since the egg contains no starch or sugar, 
foods rich in carbohydrates should be served with them. 

In selecting eggs, a fresh egg has a shell more or less rough. 
When held up to a strong light, it should look clear, the yolk being 
approximately in the center. When dropped in water it quickly 
sinks to the bottom and should not rattle when shaken. 

A stale egg has a smoother shell, is lighter in weight, due to 
some of the water having evaporated. A very stale egg appears 
colored when held up to a very strong light. The flavor is affected 
by age, the white and yolk are more difficult to separate, and are 
not so light when beaten. 

Laboratory Work. Test eggs for freshness by holding up to 
strong light. If candle can not be used make a funnel of heavy 
paper and test at window. Weigh a dozen eggs known to be fresh, 
and a dozen packed eggs or eggs known to be stale. Test by water 
method, using either cold water or a brine made in proportion of 
2 ounces of salt to 1 pint of water — a fresh egg sinks at once to 
bottom. State price of eggs per dozen and compare cost of eggs 
by dozen and by weight. Conclusions? If laboratory funds are 
sufficient, several dozen of fresh eggs could be procured and packed 
for future use in the laboratory later. The method most com- 
monly used in the neighborhood should be adopted, or a demonstra- 
tion using water glass in the proportion of 1 part water glass 
(sodium silicate) to 10 parts of water. Rain water should be used 
because nearest pure. The water should be boiled, (why sterilize?) 
then cooled, water glass added, and eggs put in. 

If not laboratory work is given, the egg testing and subject of 
preservation by storage for home and commercial methods can be 
taken up. 

Fourth Week. 

Laboratory Work. The proper method of preparing soft 
cooked and hard cooked eggs. Like other protein foods, eggs must 
be cooked at a low temperature, because the albumen coagulates 
at a high temperature, and thus becomes tough. 

In soft-cooked eggs, properly prepared, the white resembles a 
soi't, thick curd, while the yolk is fluid. 

To prepare soft-cooked egg. Use a graniteware stewpan. Heat 
one pint of water to boiling point. Turn the gas off, or if using 
a coal range remove to back of stove (not to a cold place), drop egg 
in water, cover closely and allow egg to remain in water for six 



42 State Course Study in Domestic Science 

minutes. Compare with an egg dropped in boiling water and 
kept at that temperature for 3 minutes. Write conclusions. 

To prepare hard cooked egg. Place egg in boiling water, keep 
at a temperature of 180° -190° F. for 35 to 45 minutes, either by 
double boiler method or by placing on back of stove. Keep vessel 
covered closely. A hard-cooked egg is the result, with yolk dry 
and mealy and the white solid, yet tender. Compare with an egg 
kept at boiling point for ten minutes. 

Plan a breakfast in which soft or hard-cooked eggs are used. 
If time permits prepare scrambled eggs in top of double boiler and 
compare with eggs scrambled over direct heat in frying pan. 
Have children make list of dishes in which eggs are used. Discuss 
different foods which should be used with eggs. 

If no laboratory work is given, the illustration of soft- and 
hard-cooked eggs could be made by using an alcohol lamp or on 
the schoolroom heating stove. If work in "foods" only is being 
done, the composition and use in diet, along Avith the selection and 
care of eggs for market may be discussed. 

January 

First Week. Protein Foods Continued. 

Meat: Protein foods are our most expensive foods, therefore, 
great care should be exercised in their selection, preparation and 
use. More money is spent for meat in many families, than for 
any other article of food. This may be due to the buying of 
expensive cuts, or to improper methods of preparation, or because 
of a lack of knowledge as to meat substitutes such as cheese, eggs, 
beans, etc. (Review list of protein foods.) We have seen that 
cheese and eggs are made tough by being cooked at too high tem- 
perature, and meat being a protein food, is often toughened from 
the same cause. However, meat may be tough before cooking, 
the age of the animal, the food eaten, and the amount of exercise 
all affecting the meat. The muscles of the body that are- unused 
are soft and flabby, while those that are much exercised are firm 
and tough. 

If a piece of meat were examined under a microscope, it would 
be found to be made up of small fibers which can be separated 
from one another. In tender meat, the fibers seem to be more 
easily separated. A cross section of the fiber would show it to 
be a tube, the outside being connective tissue. This connective 
tissue holds some water in which are partially dissolved protein, 



Cooking and Study of Foods 43 

coloring matter, and extractives which give flavor to the meat. 
The bundles of fibers are made up of these individual fibers held 
together by connective tissue. The more the muscle is exercised, 
the tougher and thicker the meat. (Farmer's Bulletin No. 34 — 
Meats, Composition and Cooking.) This bulletin has illustrations 
showing tough and tender cuts. Discuss different, cuts, as to price 
and reasons for toughness. Correlate with study of muscles in 
physiology. 

Laboratory Work. Take up the study of beef: Use a piece of 
round for lesson, to bring out structure. Separate the fibers as 
much as possible and examine the shape and size of muscle tubes. 
Notice how the fat is placed. After examination take a small 
piece of meat, and with a dull knife scrape, thus obtaining a mass 
of red pulp and tough white materials. The red pulp is the con- 
tents of the muscle tube, while the white mass is connective tissue. 
Compare the two masses. Cook a ball of the red pulp in a hot 
frying pan. Cook some of the connective tissue in hard boiling 
water for ten minutes. Cook some of the red pulp and connective 
tissue at simmering point for half hour. Compare and discuss 
finished products. Do not fail to point out the proper method with 
reasons for same. 

Where no laboratory work is given an interesting lesson on the 
meat packing industry would be instructive since it is the largest 
manufacturing industry in the United States, the value of the 
product in one year being $1,370,568,000. Correlate with 
geography. 

Second Week. 

Beef: If possible at this time a trip to a local butcher shop 
where the carcass can be seen as a whole, and a demonstration 
showing from what part of the animal our retail cuts are obtained, 
would be most profitable. In many of our communities, a "Meat 
Ring" is in existence — a number of people in the community go 
together and butcher a beef. If possible, arrange to have the class 
attend the cutting up of carcass. 

Much thought is given to the feeding and care of market beef. 
Good beef should be firm, fine grained, bright rather than dark 
red in color, and well mottled with fat. In buying meats one 
will find that the cheaper cuts, when properly prepared, are just 
as palatable and contain as much food value as the more expensive 
cuts. The retail prices vary widely, depending upon the market 
price of live cattle. Always in buying any cut of beef, the bone, 



44 State Course Study in Domestic Science 

skin and rough trimmings, also the excess fat must be considered 
as non-edible. For example, if a steak costs 20c per pound, 80% 
of which was lean, 10% fat, and 10% bone, how much was the 
net cost per pound? 

Laboratory Work: This lesson can either be conducted in 
groups or used as a demonstration. Use a piece of chuck or neck, 
because they are cheap cuts ; wipe with a damp cloth. Cut into 
pieces about 2"x4", either sear in hot fat, to keep the juices in, 
or plunge in boiling water for same purpose. Season and simmer 
(why?) until tender. The broth is called "stock", which may be 
thickened and used as soup, or diced vegetables such as onions, 
carrots, and potatoes may be cooked in it and a vegetable soup 
made. Why use these vegetables with meat? Why cook in same 
stock? (Review work for October, "Carbohydrates", pp. 26-29 
above.) 

Where no laboratory work is given, a free-hand chart should 
be made showing the location of cuts of beef, indicating local or 
market prices, etc., ascertained by the pupils. Give problems in 
percentage of edible and non-edible portions of beef — figuring in 
live weight, hide and weight of dressed carcass. 

Third Week. 

Beef: The extractives give to beef its flavor. In a piece of 
soup meat, we aim to draw out these extractives which give to the 
stock its "good taste". When these are removed, the food value 
of the meat is quite as good as before removal. Many people do 
not understand this, and waste the meat, whereas, by the addi- 
tion of a highly flavored food, a palatable and nutritious dish may 
be prepared. Many left-overs, however, take more time to pre- 
pare and cost more than the original dish. Therefore in making 
a soup, plan to use the meat for croquettes, a good hash, a creamed 
meat with toast, or meat prepared in casserole. Adapt the lesson 
to the needs of the community. 

Laboratory Work: Soup. — A piece of shank, neck or ehuck 
should be used for lesson. After wiping with cloth to remove 
dirt and dust and marks of careless handling, place in cold water 
and bring to simmering point. By placing in cold water the 
extractives are drawn out. Soup meat needs to be cooked a long 
time, because the cuts come from portions of the animal exercised a 
great deal, and are therefore very tough. When the meat is tender, 
remove from broth, If a vegetable soup is desired, cut vegetables 



Cooking and Study of Foods 45 

in dices. Cook until tender. Rice and barley are often added. 
Why use these with meat stock? 

If too long a period is to elapse before the next laboratory period 
for the boiled meat to keep, the instructor should prepare a left- 
over meat dish, showing how it can be used to good advantage. 

Soup of this kind could be prepared on the heating stove and 
served at noon lunch when no laboratory equipment is available. 

Fourth Week. 

This week we will take up the study of pork — or the flesh of 
swine. The meat is not so highly colored as beef, should be firm 
and fine grained. The fat varies and should show no softness, 
though it is less hard than the fat or "suet" of beef. 

The method of cutting up a side of pork differs from that 
employed with other meats. This furnishes the cuts which are 
used for "salt pork" and bacon. A chart showing the relative 
position of cuts of pork, should be used, and discussed. Also the 
home methods of preservation and curing bacon, hams and shoul- 
ders, along with the home methods of rendering and storing of lard, 
dwelling upon sanitation as well as preservation would be helpful 
and interesting. 

Laboratory Work: To Prepare Breakfast Bacon. — Breakfast 
bacon is probably the most popular kind of meat used for breakfast. 
It is easily digested, because of the granular form of its fat. 
No other kind of meat is probably so poorly cooked. The slices 
should be of medium length and thickness, should be cooked in a 
frying pan until crisp and brown, then drain on paper (not news- 
paper — why?) so that there will not be surplus fat on platter. 
The drippings thus obtained can and should be saved for use. 

If time permits pork chops should be prepared. Roll in eggs 
and bread crumbs and fry in deep fat, or saute, which is a more 
common method of preparing pork chops in the home. In saute- 
ing, use a little fat in skillet or frying pan. Roll chops in flour and 
corn meal (why?) and place in frying pan, which is hot and has 
a little hot fat in it. Cook until thoroughly done. 

Where no laboratory work is given, it would be interesting to 
correlate the work with geography. With the development of 
railroad transportation, and the westward extension of the corn 
belt, the pork producing and packing industry has greatly in- 
creased. The introduction of the refrigerator cars, and cold storage 
has aided the exports, and this too could be taken up in detail. 



46 State Course Study in Domestic Science 

An estimate of cost and amount of pork consumed in a certain 
number of families in the community, could be correlated with the 
work in mathematics. 

February 
First Week. 

Wheat is the typical bread making grain and the one most used 
for human food in the United States. Wheat is usually classified 
as "soft" or "hard" according to spring or winter wheat. Winter 
wheat is sown in the fall, where the winters are not too severe 
and matures in the early summer. It contains more starch and 
is a softer wheat than the Spring wheat, therefore it is known 
as "soft" wheat. (Correlate with Agricultural work.) If pos- 
sible bring into the schoolroom a sample of winter wheat and 
compare with a sample of hard wheat, which can usually be ob- 
tained at the flour mills. 

Spring wheat is grown mainly in the North-Western States, in 
the Dakatos and Canada. This wheat is sown in the spring and 
harvested in the late summer. It is harder than the winter wheat, 
contains less starch, but more gluten than the winter wheat. This 
"gluten" is the protein or mixture of protein found in wheat. 
Review work for October, pp. 27-28 above*.") Use of protein to 
body — why necessary, list of protein foods, etc. This gluten when 
mixed with water becomes viscid or sticky, and later in our bread 
making lesson we shall see why it is necessary to have this gluten 
present when using yeast. 

In making edible foods from the cereals, various methods for 
grinding the grain have been in use from the earliest times. In 
primitive times the methods were crude and imperfect, two stones 
being used to crush the grain used as flour. Later the water power 
mills were built. Now we have a very thorough process in which 
the wheat is first screened and cleaned ; second, passed between cor- 
rugated rollers, the kernels partially flattened and slightly crushed, 
called the first brake. A small amount of flour is separated from 
the crushed kernels by sieves. The wheat is next passed through 
the second brake. The kernels are more completely flattened and 
meal-like flour particles partially separate from the bran. The 
products of the second brake are called first and second middlings 
and look like Cream of Wheat. The middlings pass over rolls 
more closely set, the product becoming finer and the bran particles 
being gradually removed. At last the flour is passed through fine 
bolting cloth and the last and finest product is known as "patent 



Cooking and Study op Foods 47 

flour." The flour containing the middlings or bran particles is 
a low grade of flour. 

Besides the white flour we have Graham flour, in which the 
entire grain is ground without sifting. 

Whole wheat flour does not contain all of the kernel, a part of 
the bran being removed. It is often the case that a low grade of 
flour becomes rancid because of the fat and can not be kept for 
any length of time. 

Only flours from wheat and rye are used in making yeast bread. 

Laboratory Work: Experiment to be performed by instructor. 
Moisten equal measures of hard and soft wheat flour with enough 
water to make a stiff dough. Knead well and set aside for ten min- 
utes. Work gently in a bowl of cold water or under running water 
until all the starch is out. Starch is not soluble in cold water. How 
can you tell when it is all out? Which contains more starch, the 
dough from the soft or hard wheat ? Notice color and consistency 
of what remains. This is the protein of the flour called gluten. 
If possible have bread flour, Graham and whole wheat flour. Com- 
pare and discuss. Have children write a description of each, 
pointing out the difference in manufacturing process in their note 
books. Also have them make a list of the brands of flours used 
in community. 

Where no laboratory work is given, trace the wheat states on 
the map, noting production of wheat in different states. Name 
cities in which largest milling industries are found. If possible 
secure a booklet on flour from some milling firm and let children 
read and discuss it. Perform experiment to determine whether 
flour contains starch or gluten. 

Second Week. 

In order to make flour palatable as food, it must be cooked in 
some way. Ship biscuit is probably the simplest method of pre- 
paring flour for food. Flour and water are mixed together and 
baked — the product being almost of gritty hardness. Hence the 
problem arose, how to cook the flour that it might be palatable 
and more easily digested. The problem was solved by causing 
gas to develop in the mixture of flour and water. This may be 
produced by the introduction of baking powder, soda, or yeast. 

In baking powders are various chemical substances, which have 
this in common, that when moistened and heated, the ingredients 
of the powder act upon one another, forming a gas which causes 
the mixture to rise. Discuss different brands of baking powder. 



48 State Course Study in Domestic Science 

Read labels, discuss cost per pound and amount used in different 
recipes. Explain why it is possible to prepare baking powder 
biscuit in morning for noon meal, if biscuits are kept in cool place. 
Bring out fact that "self -rising" flour is a flour with which baking 
powder has already been mixed. 

Laboratory Work: Baking Powder Biscuit. — In measuring 
flour, fill the cup with spoon, rather than dipping cup into flour. 
Why? Weigh cup of flour which was dipped out and one in 
which flour was put in by spoon. Results? Weigh cup of sifted 
flour and one of unsifted. Results? Which is the better method 
of measuring? Give recipe. Call attention to proportions of 
flour, baking powder and shortening. Biscuit should not be too 
thick or too large, why ? When done they should be a light golden 
brown, both top and bottom. The texture should be fine and even. 
Have girls serve one another for the practice. Urge girls to bake 
biscuit at home and report results. 

Where no laboratory work is possible directions for making 
biscuit should be explained and work done at home and some credit 
given for this home work. 

Third Week. 

In making yeast bread there are three essential ingredients 
necessary, namely : flour, liquid and yeast. The nonessentials 
are shortening, sugar and salt. Yeast is a plant and requires 
proper food in the form of (1) carbohydrates which is obtained 
from the flour; (2) proper temperature, 30°-32° C. or 70°-72° F. ; 
(3) moisture in the form of liquid which may be milk, either sweet, 
sour, buttermilk, or water. We have different kinds of yeast, name- 
ly : Compressed, Dry yeast or yeast foam, Liquid or jug yeast. 

The compressed yeast is a byproduct of the brewing industry. 
The healthy plants are kept at a temperature so low that they do 
not grow. The yeast cakes are put up in a sanitary tin foil wrap- 
per, and if kept at a low temperature, can be kept for several 
days. 

The dry yeast is made of dormant plants distributed through 
a corn meal mixture and dried in the oven. If not too old or dried 
at too high a temperature, it is a very satisfactory yeast. 

Liquid yeast or ' ' jug yeast ' ' is kept from one baking to the next. 
If kept at a warm temperature the plant has food, moisture and 
temperature and may grow before using in the bread, therefore it 
should be kept at a cool temperature until desired for breadmaking. 

For the quick process of bread making the compressed yeast 
is the most satisfactory. From \ to 4 cakes per loaf can be used, 



Cooking and Study op Foods 49 

according to the time allowed. If necessary to make bread during 
2 hours laboratory period two cakes per half size loaf should be 
used. 

Clean utensils are also essential, a bread board, crock or mixing 
bowl with bits of left over dough may be the cause of bread not 
being good — the bread will have a bad flavor or be sour. This is 
caused by foreign bacteria which have lodged on the bits of dough 
and grown, forming bad flavors. Therefore scrupulously clean 
utensils are necessary. In cold weather the utensils and flour 
should be warmed before the yeast is added, in order that an 
even temperature, 30°-32° C. or 70°-72° F., be maintained. 
Earthenware mixing bowls are best, because they retain the heat 
longer and do not absorb moisture as the wooden ones do. 

The mixing and kneading of the dough has much to do with 
the quality of the bread. We mix and knead bread first to dis- 
tribute the yeast plants through the dough. Second the oxygen from 
the air is added, and oxygen is essential to the growth of the yeast 
plant, therefore thorough kneading is necessary. As the yeast 
plant grows, it gives off carbon dioxide gas which enters the gluten 
particles of the flour, expands them, thus causing the dough to 
rise. Bread must be watched, because when the plant growth is 
continued at too great length, the yeast plant is killed, and unde- 
sirable flavors develop. 

In order that the pupils may see and understand the impor- 
tance of correct temperature, the following demonstrations might 
be given by the instructor. Place in three glasses or beakers, -h 
cake compressed yeast, over the first pour boiling water, the sec6nd 
ice water or very cold water, and the third water at 32° C. or 72° F. 
When dissolved mix the first in a batter made of flour and boiling 
water. Mix a batter of ice water and flour for the second. For 
the third make a batter that is the right temperature for growth 
of yeast. Keep these batters at corresponding temperatures. The 
yeast plants in the first were killed by the heat. A cold temperature 
retards the growth of the yeast plant, therefore if the second mix- 
ture were removed to a warm place and left several hours the dough 
would become light. The third mixture being the proper tempera- 
ture will rise. This will bring out clearly the fact that heat or cold 
have bad effects upon the yeast plant. 

There are two processes of making bread : 

(1) The Quick Rising Process, by which a stiff dough is made 
and a considerable amount of yeast added. The dough is allowed 



50 State Course Study in Domestic Science 

to rise until about twice its bulk. A good test is that of plunging 
into the dough a silver knife. When it is withdrawn, if the dough 
sinks then it is light enough. It should then be thoroughly kneaded 
and should have a smooth appearance and a satiny gloss on the 
surface when finished. Next it should be made into loaves, allowed 
to rise until almost double the original bulk and then baked. Dur- 
ing this entire process an even temperature — 30°-32° C. or 70°-72° 
F. — must be maintained. If temperature is too low, set the crock 
in a pan of warm water, but keep at an even temperature. The 
bowl containing the dough should be covered with a plate or lid. 
It is more sanitary than covering with a cloth and a hard crust 
over the top is thus avoided. 

(2) The Slow Rising Process is that in which a sponge is made 
and allowed to rise before the stiff dough is mixed. This is the 
process most commonly employed when liquid or jug yeast is used. 

Bread should always be baked in single loaves, and baked for 
45 minutes to an hour for ordinary sized loaves. If more than 
one loaf is baked in a pan the side loaves will be done before the 
center loaf is thoroughly baked. The brown crust formed on 
bread is due to the starch of the flour being changed to sugar and 
chemical changes known as " caramelization " change the color. 
This is easily digested and explains the reason for using toast 
instead of bread when the diet must be carefully arranged. The 
brown crust should not form within the first twenty-five minutes, 
and the bread should be turned several times during this period, 
so that if the oven is not of even temperature, the loaf will not 
be one-sided, but a well shaped loaf. 

When thoroughly done, the bread should be cooled by placing 
the loaf on a bread rack or against the edge of the pan in such a 
way that no side of the loaf touches any surface, thus allowing a 
free circulation of air. Wrapping bread in a cloth during the 
cooling causes the crust to be steamed and to become moist and 
sticky. 

Following is the individual recipe and directions for making 
bread by Quick Rising Process. 

1 cup liquid — milk or water (milk better because of food value). 

2 cakes of compressed yeast. 

1 tsp. salt. 

2 Tbsp. sugar. 

1 Tbsp. shortening (lard). 

Place the sugar, salt and lard in mixing bowl. Place the yeast 
in small amount of warm water to soften. Heat milk to scalding 



Cooking and Study op Foods 51 

point in top of double boiler. Why? Pour over ingredients in 
mixing bowl. Allow to cool until 32° C. or 72° F. "When proper 
temperature add the dissolved yeast. Add the flour a little at a 
time, mixing thoroughly. When stiff enough to handle, turn on 
dough board and knead until it does not stick to the fingers, is 
smooth and has a satin gloss. Clean mixing bowl, grease, place 
dough in it, cover with plate or lid — why? Let rise until about 
twice the bulk then knead thoroughly, make into loaf and place 
in greased pan. Let rise until almost twice its size and bake for 
45 minutes. 

If a score card is desired, one can be obtained from the Exten- 
sion Department of Purdue University. Be sure and use the flour 
used in community in order that the girl be successful in her home 
work. 

Where no laboratory work is given, directions should be given 
and the bread baked at home and the loaf brought to school to be 
scored. 

Fourth Week. 

Bread is the staff of life. Probably no other food is so com- 
monly used in the American home. A review of last week's work 
would be most profitable. A discussion of methods of storing flour 
in the home, bringing out the points that it should be kept in a 
light, clean, well aired place in preference to a dark, damp, mouldy 
cellar. Why? Discuss tests for a good flour. 

Laboratory Work: Bread should be baked again this week. 
Use method most common in community. Bring out the main 
points to be observed in bread making, namely: 

1. Good ingredients. 

2. Proper utensils. 

3. Well mixed and kneaded dough. 

4. Correct temperature for rising. 

5. Thorough baking. 

6. Proper keeping. 

Where no laboratory work is given, urge the girls to bake bread 
at home, have an exhibit and score the bread, using Score Card. 

March 
First Week. 

This month we are taking up the subject of cakes, puddings and 
pastry. In cakes, either loaf, layer or small cakes and cookies, 



52 State Course Study in Domestic Science 

certain relative proportions are to be followed. There is less 
butter than sugar, and less sugar than flour. Less baking powder 
is required with a given measure of flour than would be necessary 
for a dough without eggs. A teaspoonful of baking powder for 
each cup of flour (even measures each) is ample, where several 
eggs are used. An excees of baking powder is apt to make the 
cake coarse grained. The cake will also dry out more quickly, and 
the flavor is not so pleasing. A change in proportions of mate- 
rials often leads to changes in the manner of mixing them. For in- 
stance where a small amount of shortening is used, it may be 
melted and beaten in, but where a larger amount is required, the 
better plan is to cream the butter or shortening, blend the sugar, 
then add other ingredients, folding in the egg whites last if whites 
only are used. If whites are stirred in, the cells which hold the 
air are broken and the air which was incorporated during the 
beating, escapes, and the mixture is not so light. 

Layer cakes require less flour than large loaf cakes. This is 
due to the fact that the small cake is stiffened quicker by the heat. 

Laboratory Exercises. Bake a loaf cake, i recipe for two girls. 
Use whole egg, or if white cake preferred, use yolk for custard, 
salad dressing or omelet, demonstrating the use of left-overs. Test 
oven by placing manilla paper in oven. If it browns within ten 
minutes the oven is of a proper temperature. A loaf cake requires 
a slower oven than does layer cake. Have half of the class use 
water instead of milk. Compare as to flavor and texture. Con- 
clusions ? 

Where no laboratory work is given, discuss cake baking with 
class. Have them bring tried recipes from home. If possible have 
each girl bake a loaf cake, and bring a portion of same to school. 
Discuss method of procedure, cost (correlate with arithmetic) and 
number of servings as well as different food nutrients in cake. 

Second Week. 

Small Cakes and Cookies. Small cakes are cakes baked in small 
cake tins or individual pans, or dropped from spoon. The dough 
if baked in tins should be about the consistency of that in layer 
cakes. If dropped from a spoon, a stiffer dough than that in a 
layer cake is necessary. Dough for cookies should be stiff enough 
to handle easily on bread board, should be kneaded very lightly, 
rolled and cookie cutter used. 

Laboratory Exercises. Make Drop Cakes. How many mixing 
and baking utensils are necessary for doing work in a satisfactory 



Cooking and Study op Foods 53 

way ? The cakes can be varied by the use of spices, nuts or raisins. 

Have children bring different recipes from home and while 
cakes are baking, discuss the recipes and relative cost, also number 
each recipe makes. 

Where no laboratory work is given, make a collection of the 
different recipes brought from home and where possible, give di- 
rections, and have girls bake cakes and bring to school for com- 
parison of flavor and texture. Discuss method of procedure. 

Third Week. 

Desserts are considered a necessity in the American home, and 
puddings of various kinds are extensively used, rn planning a 
meal thought should be given to the kind of dessert to be served. 
If the meal has been heavy in food nutrients (review work on 
Classification of Foods, pp. 27-28 above) then a simple dessert such 
as fruit or gelatin puddings should be served. Where the first 
part of the meal does not furnish much food value a "heavy" 
dessert such as suet pudding, rice, tapioca or cottage pudding 
should be served. (Discuss relative value of puddings named.) 

Laboratory Work. Have a portion of class make bread pud- 
ding. One section rice pudding. Another tapioca. Exchange 
recipes, and urge each girl to make the various kinds at home, and 
report on same. Discuss food value of above puddings and proper 
place in menu. 

Where no laboratory work is given a discussion of food nutri- 
ents as to place in diet, cost of materials, amount of time used in 
preparation. Have different recipes tried out at home, according 
to directions given in class. 

Fourth Week. 

Pastry. "Pastry is a stiff dough with a large proportion of 
shortening. It is flaky when baked rather than porous. Pastry 
and pies should not be used as a staple food, but when well made 
and properly masticated, pies may be eaten occasionally by peo- 
ple in good health. The crust should be flaky, and thoroughly 
baked." 

The ordinary classification of pastry is: (1) Plain pastry, in 
which the shortening is blended into the floar by chopping or with 
the finger tips, a pinch of salt and enough water to moisten. In 
making pastry the flour, shortening and water should be thor- 
oughly chilled before mixing and the ingredient handled very light 
]y and quickly, as too much handling toughens the dough. Lard 



54 State Course Study in Domestic Science 

makes more tender crust but lacks the flavor which butter gives. 
(2) Puff paste, which may seem difficult to prepare, is made by 
blending flour, shortening, salt and water in the usual way, then 
carefully rolling and folding, introducing thin strips of butter dur- 
ing the process. The lightness and flakiness of puff paste depends 
almost entirely upon the handling and the amount of air incorpo- 
rated by successive rolling and folding. 

Laboratory Work. Have one section of class make custard pie 
and the other section make cherry pie. Have girls copy both 
recipes. Give recipes for two kinds of crust, and urge girls to try 
first at home. 

Where no laboratory work is given, discuss recipes brought 
from home. Urge girls to bake pies according to directions, and 
bring to school if possible. 

April 
First Week. 

Frozen Mixtures: This week we will finish our lessons on 
desserts. The time has been too short, but each lesson has brought 
out a different principle, and it is hoped the girls will put into 
practice in their homes all underlying principles brought out in 
the laboratory. 

In a freezing mixture, the freezing is accomplished by using 
a mixture of chopped ice and rock or coarse salt. The proportion 
of ice to salt depends upon the texture desired. Three parts of 
ice to one of salt, is the proportion most commonly used with the 
slower freezing process. In freezing creams and sherbets, which 
are to be firm, velvety and fine grained, this proportion is most 
satisfactory. In "frappes" and "granites" (course grained, gran- 
ular mixtures,) two measures of salt to one of ice is most satisfac- 
tory. In either case the ice should be thoroughly crushed, before 
attempting to measure. A good method for cracking ice is that 
of placing ice in a heavy canvas bag and crushing with a wooden 
block or mallet. 

Laboratory Work : Have one section of class use the 3 :1 pro- 
portion and make a vanilla ice cream. The other section the 2:1 
for preparing an orange "frappe". Two girls working together, 
using double boiler set in dish pan or bowl full of ice for freezing. 
Compare products as to texture and bulk and time required for 
freezing respective mixtures. 

Where no laboratory work is given, a discussion of home and 
commercial methods of making ice cream, the relative cost, texture 



Cooking and Study op Foods 55 

and flavor would be beneficial. Compare the number of servings 
and respective cost of brick ice cream and that obtained in bulk. 

Second Week. 

Planning Meals: In preparing a number of dishes for a meal 
more skill is required, than in the making of a single dish. With 
limited knowledge of food values, it is a hard proposition for a 
student doing elementary work, to plan a well balanced meal. 
Each meal must contain all of the five food nutrients, namely, 
protein for the building and repairing of tissue, carbohydrates for 
energy, fats for heat, mineral mutter for building bony tissue, and 
water because it enters into the composition of every tissue in the 
body and forms more than 60% of the entire body weight. (Cor- 
relate with work in physiology and discuss various uses of water.) 
(Review work on Food Nutrients and classification of food, pp. 
26-30 above.) 

Different factors such as age, climate and occupation must be 
considered. A growing child needs more tissue building food than 
does an older person. In a warm climate less heat producing food 
is needed than in a cold climate. A person performing hard mus- 
cular work requires more protein, because more tissue needs to 
be repaired; and more energy producing food is required than for 
a person living a less active life. With these facts in view have 
each girl bring to laboratory, a menu for a breakfast for family 
of six. Man at moderate muscular work, woman, two girls and 
two boys, all four growing children. Discuss different food nutri- 
ents and preparation of each. 

Laboratory Work: In preparing any meal no matter how 
simple or elaborate, certain points should be considered. Namely: 

1. What preparation of food can be made ahead of time, such 
as washing, paring, cutting, etc. 

2. What things take the longest to cook, and which ones must 
be served as soon as they are done. 

3. Which dishes can be kept hot for some time, and which ones 
finished and cooled for several hours before. After the menu is 
decided upon, make a plan for preparing it. The following menu 
is offered as a suggestion for breakfast. 

Oatmeal. (Cook in double boiler. Why? Classify.) 
Bacon (Well browned and crisp — drain on paper. Why?) 
Eggs — Soft cooked. (Classify as to food value.) 
Toast and Butter. (Classify as to food value.) 
Coffee. 



56 State Course Study in Domestic Science 

Coffee is not a food but a beverage. It is so commonly used in 
the American home, that full directions for preparing it should be 
given. A tablespoonful to the cup should be used. Coffee should 
not be saved from meal to meal. The coffee pot should be thor- 
oughly washed each time it is used ; occasionally clean with a little 
soda added to water and allow to boil in the pot for several minutes. 
Rinse thoroughly. 

Discuss skeleton menus prepared by pupils. 

Discuss methods of preparation and serving. 

Where no laboratory work is given the skeleton menus can be 
made, discussed as to food nutrients; manner of serving meals in 
home, and suggestions for serving; suggesting ways of saving steps, 
removing soiled dishes. 

Third Week. 

The lesson this week will be on table equipment and service 
only. The family table is a place where beauty should play a promi- 
nent role. Most people understand the charm of an attractively 
laid table. We must remember that many people in our country 
live in crowded quarters and have time only for the simplest kind 
of table service. Therefore, if there is no laboratory equipment, 
make the best of available materials. Use the supply table if neces- 
sary. Where linens are not owned by the department, supply a 
lunch cloth, paper doilies or even a nice clean towel. Have some- 
thing for a center piece — vines grown in the school room or any 
early blossoms — just a few to make an attractive table. Use paper 
napkins. They are sanitary, save laundry and are very cheap — 
fifty for five cents. These are all items worth considering by the 
busy housewife. 

Use the school silver or steel knives and forks and the dishes, 
no matter how plain and simple — a good chance to teach dignity 
along with simplicity. Be just as particular about the setting of 
the table as though the best of silver and china were used. Have 
everything clean and shining. Have as little on the table as pos- 
sible. Time will not permit the preparation of a meal; however, 
the menus prepared by the girls can be discussed, a good menu 
suggested, and a few of the things prepared and served. Have cer- 
tain girls for guests, others to serve, thus combining a lesson in 
setting the table, serving and in some of the so-called " niceties" in 
table etiquette. 

Where no laboratory work is given, discuss table equipment, 
namely: table linens, cost and methods of laundering the same; se- 



Cooking and »Study op Foods 57 

lection of dishes, glassware and silver for table. If some one in the 
neighborhood would offer the use of a dining room and dishes, a 
table setting demonstration would be very beneficial. 

Fourth Week. 

Plan a reception for the parents and friends of the school. 
There should be a talk by the instructor on the work covered dur- 
ing the year, a simple demonstration by two of the girls, such as 
preparing White Sauce or soft and hard cooked eggs. One or two 
girls should be doing the work while another might give the reasons 
for methods used. 

An exhibit of the sewing, neatly pressed and mounted, along 
with all note books prepared during the year, should be made at this 
time. 

Light refreshments, such as punch and wafers or small cakes, 
could be made and served by the girls — glasses and plates being 
brought from the respective homes, if necessary. 



58 State Course Study in Domestic Science 



6. Lessons in Sewing and the Study of Textiles 

a. EQUIPMENT NEEDED IN THE RURAL SCHOOL 

A study of clothing and practice work in sewing may be under- 
taken where the teacher is qualified to give instruction and where 
there is opportunity for the class work. The necessary equipment 
for this work in sewing in a rural school may be purchased for 
about $8.25 — as follows: 

1. A board top kitchen table $1.25 

2. Cupboard space to keep the pupil's work is necessary. Shelves 
and pasteboard boxes may serve the purpose, but it would be 
better to build a case for the books and materials used. 

3. Each girl should furnish scissors, a thimble, a paper of needles 
(6 to 10) and a private sewing bag. 

4. The books and bulletins listed in Section D, 1-b of this course of 
study may be purchased for $7.00. 

For advanced work in sewing, machines should be provided. 
The making of garments by hand is not teaching the girls to do the 
work in the proper way. The teacher should direct the pupils in 
selecting the materials and equipment they furnish. Cheap grades 
of material and equipment should be avoided. It is always economy 
in the end to select good materials. 

b. EQUIPMENT NEEDED IN THE CITY SCHOOL 

For official list of equipment for sewing work in the grades of 
city schools, see Section D, p. 110, below. 

c. lessons in sewing outlined by months and weeks 

September 
First Week. 

The Workbasket and Its Equipment: A workbasket or box is 
much better to use than a work bag, because it is easier to keep the 
sewing implements and sewing materials in order. The articles 
needed in a sewing basket are scissors, or shears, thimble, needles, 
thread, emory bag, tapeline and pincushion. In buying these it is 
always economy to buy good grade articles. Scissors are never 
more than six inches in length, if longer they are called shears. 
Scissors or shears should be made of forged steel. The screw which 
holds the two blades together should not be too tight. There are 



Sewing and Study of Textiles 59 

both straight and bent shears. Bent shears have the handle bent 
in such a way that in cutting the shears can slide along on the 
cutting table, thus making the cloth stay flatter on the table. Cheap 
scissors or shears should not be purchased because they will 
not cut a true edge. Scissors or shears should never be dropped, 
as it is apt to dull the points and spring the screw so that they 
will not cut well. 

A thimble should fit the finger of the person wearing it. If too 
tight it pinches and when too large falls off easily. Never use brass 
thimbles, as they may poison the finger if there are any scratches or 
bruises. Thimbles are made of precious stones, gold, silver, glass, 
aluminum and brass. Aluminum thimbles are good and very inex- 
pensive. 

Needles used for plain sewing are of three kinds, i. e., Sharps, a 
long needle; Betweens, a very short needle, and Grounddowns, a 
needle of medium length. Needles range in size from 1 to 12, the 
latter being the finest. There are twenty-five needles in a package. 
There are packages which contain needles of different sizes and 
there are others which contain needles of all one size. The latter 
is the best kind of package to buy. For school use a package of No. 
8 and a package of No. 10 will be found to be of most use. Be- 
tweens are better than Sharps for beginners because they do not 
bend so easily. Needles should be polished with the emory when- 
ever sticky and should be kept in a pincushion or needlebook when 
not used. 

The laboratory work this week should teach the proper methods 
for using the thimble, needle, etc. Never bite or break thread — 
always cut it. Insist that the child use a thimble in sewing. The 
proper position while sewing is back straight and against the chair 
and feet flat on the floor or crossed easily. 

The beginning work should consist of making basting and run- 
ning stitches on checked ginghams. Use French gingham. Checks 
are used because they produce a means of guidance for the work, 
giving the child time to devote all its efforts to pushing the needle 
through with a thimble. When a man is teaching the work, and 
it does not seem practical to do the actual sewing, the laboratory 
time could be spent in making a booklet on the "Sewing Basket." 

Second Week. 

The Sewing Basket Equipment: Thread is a strand made of 
cotton, wool, linen or silk. Cotton and silk thread are most com- 
monly used. Thread made from wool is called yarn. Cotton 



60 State Course Study in Domestic Science 

thread is numbered from 8 to 200, after No. 10, skipping ten each 
time until No. 100 is reached, when fifty is usually skipped each 
time. Silk thread is numbered with letters, A, B, C, D, O, OO. 
When thread was first made it was a coarse, uneven and loosely 
twisted strand, ft was sold on bobbins and when this wooden 
spool or bobbin was empty it was returned to be refilled. When 
the sewing machine was invented it was necessary to have better 
thread. Clarke put a thread on the market called Clarke's 0. N. T. 
and these letters stood for Our New Thread. Today cotton thread 
comes on spools each containing two hundred and fifty yards and 
costing five cents. Cotton thread is made in black and white and 
many colors. In selecting thread choose the thread that is the 
nearest in size to the thread in the material upon which it is to be 
used. Select a needle just large enough to carry the thread. 
Coarse thread when used on fine cloth will wear out the thread 
of the material. After thread is used it should always have its 
end slipped in the slit in the spool edge so that it will not become 
tangled in the basket. 

The laboratory work this week should consist in making a stove 
holder of cheesecloth lined with cotton sheeting and quilted, using 
the basting and running stitches learned last week. 

Where the sewing work is not taught in the laboratory, the Sew- 
ing Basket booklet may be finished. 

Third Week. 

Textiles: A textile is a material capable of being woven. The 
term textiles, however, includes all knitted and crocheted materials, 
felts, bark cloth, etc. The value in studying textiles is to be able 
to determine a good piece of material from a poor one, to identify 
materials and to know widths, prices and uses of different materials. 

A textile material is made of two sets of thread — those running 
lengthwise of the cloth, called the warp threads and those running 
crosswise, the woof threads. The warp threads are the strongest 
threads. The finished edge of a material is called the selvedge. 
The machine upon which textile materials are made is called a 
loom. There are many different kinds of looms, each used for a 
different purpose. Textile materials are made principally from 
four kinds of fibers, i. e., cotton, linen, wool and silk. The first 
two come from the vegetable kingdom and the last two from the 
animal kingdom. As any one of the four comes to the manufac- 
turer in its natural state it is known as fiber. Thread or yarn, 
as it is usually called by the manufacturer, is made up of a great 



Sewing and Study op Textiles 61 

number of fibers twisted together. Linen materials were made long 
before cotton ones, but now we have more cotton materials on the 
market. Silk is the most expensive fiber the manufacturer has to 
buy. Cotton is the cheapest. Examine a piece of material to de- 
termine the difference in size of warp and woof threads. Determine 
which is strongest by breaking them. Examine the selvedge. 

The laboratory work' this week should consist of learning to 
hem, using a colored thread on checked gingham. If there is time 
left, a bag made of gingham may be begun. Use checked gingham 
and hem the sides, overhanding the two hems together to form the 
bag. Use the running stitch in making the casing. Draw up the 
bag with tapes. This bag will need another period in which to be 
finished. 

Where no laboratory work can be done it would prove interest- 
ing if the girls would collect samples of as many kinds of gingham 
as could be gotten at home, learning the names and prices paid for 
the material. Examine the materials to see the weave and the size 
of the thread. If a large enough piece of a cheap gingham (at 
least a yard) can be obtained, wash the material to determine how 
much it shrinks. All loosely woven materials shrink much more 
than closely woven ones. A booklet on gingham may be commenced. 

Fourth Week. 

Textile Fibers: There are certain characteristics of textile 
fibers that make one easily distinguishable from another. Cotton 
is a short fiber, being f inch to 2 inches in length. It is a flat fiber 
with a spiral twist. It is not very elastic. Cotton is usually 
creamy-white in color, but sometimes is quite yellow. Cotton does 
not take dye-stuffs readily. Cotton is fuzzy on the surface. The 
cotton boll as it bursts on the cotton plant contains the fibers at- 
tached to the seeds, and the process of separating the seeds from 
the cotton was a very slow, tedious process until Eli Whitney in- 
vented the cotton-gin. The United States now produces three- 
fourths of the world's supply of cotton. 

Linen fiber comes from flax and is the fiber obtained from the 
stem of the plant. The fiber varies from 2 inches to 20 inches in 
length. It is very strong, but has little elasticity. Luster is a 
much-prized quality in linen. Under the miscroscope the fibers 
appear as made of long cells with the joinings showing very 
distinctly. In the United States little flax is raised for fiber, but 
it is cultivated for the seed. 

Wool fiber is very kinky and very elastic. When examined un- 



62 State Course Study in Domestic Science 

der the microscope it is found to be covered with minute scales. 
These scales are very valuable in the manufacture of cloth as they 
give the fibers the property of holding together in making yarn. 
When the fibers are moist and warm these scales open up like a 
dry pine-cone and when cold and dry close tightly together. The 
kind of wool produced depends entirely on the breed of sheep and 
the care with which the sheep have been raised. 

Silk is obtained from the cocoon of the silkworm. Silk fiber is 
very long. It may be three to four thousand feet in length. Under 
the microscope it appears as a long, structureless mass. It is very 
strong and also elastic. As it comes from the cocoon it is covered 
with a gummy substance that has to be removed before it is used. 
Practically no silk is produced in this country because the mulberry 
trees upon which the worms feed do not grow well. 

If possible the four fibers should be examined under a miscro- 
scope and a drawing made of each. If no miscroscope is present 
make a drawing of each on the board. 

The laboratory work in sewing should consist in finishing the 
bag from last week. 

Where laboratory work is not done samples of materials may 
be examined, the yarn pulled apart and examined to determine the 
difference in the fibers. Break the fibers to determine which is 
the strongest. Dip linen and cotton threads into red ink and see 
which absorbs the ink the more readily. Examine the appearance 
of the end of a broken linen thread as compared with cotton. The 
students will be greatly interested in this if they are allowed to 
hunt for samples at home and asked to bring them to school for 
class use. 

October 
First Week. 

Spinning. Spinning is a process whereby fibers are combined 
in such a manner that they produce a continuous thread. Just 
when spinning was first done is not known. ' ' The simplest method 
of making a thread was to draw out from a clump of wool or other 
material a small amount of fiber, twisting it as it is drawn. This 
thread was then wound on a stone or stick which was called a spin- 
dle. " Later the thread was attached to a hook in the end of the 
spindle and the spindle dropped. As the woman twisted the thread 
she allowed the spindle to revolve. Later it was found that a full 
spindle revolved better than an empty one, so a disk of clay or 
wood was attached to the spindle and called a whorl. The next 



Sewing and Study of Textiles 63 

invention was a distaff, which was a device to hold the unspun fibers. 
This distaff was stuck into the belt or held under the arm in such 
a way that the woman had both hands free to manage the thread. 
Not for several hundred years was the spinning-wheel invented. If 
a spinning wheel is available in the neighborhood it would make 
the work more interesting to actually show how this was used. A 
picture would help to make the work plain. In the early days linen 
and wool were the fibers spun. Cotton is much more difficult to 
spin by hand. Often the wool and linen fibers were grown, spun 
and woven by the same household. After the yarn was spun it 
was wound on wooden sticks or pegs called reels. 

Have the girls hunt at home for all the materials that have been 
made by hand, such as coverlets, linen sheeting, etc. If they can 
find someone who knows about spinning by hand it will prove inter- 
esting to the rest of the class to hear a description of the work. A 
girl will be much more appreciative of materials if she is taught 
something of the history of their manufacture. 

The laboratory work in sewing should consist in making a model 
in canvas showing the method of hem-stitching. A towel should 
then be made and hemstitched at each end. Huckabac guest towel- 
ing is best to use for this — use f yard for each towel. 

Where there is no laboratory work to be done each girl might 
make a collection of samples of different kinds of toweling, learning 
the prices and distinguishing features. After testing with red ink 
let each determine whether linen or cotton would be best for towel- 
ing. Linen is best because it absorbs moisture more readily. These 
samples should be labeled and kept or mounted in a textile book 
kept for the purpose. 

Second Week. 

Weaving. Weaving is the process of interlacing two sets of 
parallel threads at right angles to each other to produce cloth. No 
one knows just when the first weaving was done. The first kind of 
weaving that was done was probably that of interlacing branches 
of trees to form the roofs of the homes of the people. Later reeds 
and grasses were woven to form mats to use in the homes. Later 
the women wove baskets. From these crude beginnings probably 
developed the idea of weaving cloth. There has been a wonderful 
evolution of the loom. When weaving was first done it was done 
by hand on a loom made of two bars with the warp threads stretched 
between. The woman stood in front of the loom and wove the 
thread back and forth, guiding it with a shuttle, which was a small 



64 State Course Study in Domestic Science 

wooden piece into which the end of the wool thread was fastened. 
The loom on which the Navajo Indian weaves his blanket is one of 
the primitive types. The loom used in Colonial times was very 
similar in construction except that the warp threads were stretched 
out in front of the woman, as if they were on a table, and as she 
wove the cloth it was rolled up on one of the beams from which the 
warp threads were stretched. The first loom that was run by other 
than hand power was invented in 1785. The power loom was not 
used in this country until after the War of 1812. Now practically 
all material used is made on power looms of very complex structure. 
Where possible, a visit to a factory where weaving is done should 
be planned and made. 

The laboratory work this week should consist in finishing the 
towel. Materials should also be selected for the making of the mar- 
guerite. Long cloth is the best material to use. A discussion about 
the buying of lace would be good here. Examine the edge which is 
used in sewing on to the garment to see whether it is firm and dur- 
able. The scalloped edge of lace should also be firm and that which 
has few picots looks best after washing. The figures in the design 
should be held together well, as these threads will break apart easily 
if too fine to support the weight of the design. Use lace that suits 
material on which it is used. Torchon lace will not suit on long 
cloth. Linen or German Val lace is better. 

Where there is no laboratory work to be done an examination 
of samples of muslins, long cloths and cambrics should be made to 
see what are the distinguishing characteristics. Muslin is woven 
of heavier thread than either of the others and is therefore a heavier 
material. Long cloth is made of finer yarns and never has much 
stiffness in the finish. This is easy to use for sewing by hand. 
Cambric is not much heavier in weight than long cloth, but it is 
finished and starched in such a way as to make the material less 
pliable than either of the others. Tf possible examine a cheap and 
a good grade of muslin and determine what makes the difference 
in price. Learn the widths and prices of the three materials. 

Third Week. 

Weaves: The manufacturer today has many methods of weav- 
ing material and often textile materials are classed according to the 
method by which they are woven. The different weaves are (1) 
Plain weaving, (2) Twill weaving, (3) Satin weaving, (4) Figure 
weaving, (5) Double cloth weaving, (6) Pile weaving, (7) Gauze 
weaving, (8) Lappet weaving. 



Sewing and Study op Textiles 65 

Plain weaving is weaving one thread over and one under each 
time, reversing the order in the second row. Ginghams, muslin, 
long cloth, calico and percale are examples of where this weave is 
used. A twill weave is one that produces diagonals across the cloth. 
The twill weave is used in making serge and denim. The satin 
weave is a twill weave so arranged that the twill does not show. 
Satin and sateen are examples. A figure weave is used to weave 
figures into materials. This can be done in the loom by use of 
an appliance known as the Gacquard apparatus which automatic- 
ally directs the weaving. The double cloth weave is a weave where 
two single cloths are combined into one in the loom. This makes a 
very heavy material and is used for weaving over-coating, cloakings, 
golf cloth and all double faced materials. The pile weave is one 
that produces a pile or loop on the surface of the cloth. Velvets, 
turkish toweling and carpets have this weave used in their manu- 
facture. Gauze weaving produces lace-like effects in materials. It 
is used in making fancy curtain materials. Lappet weaving pro- 
duces embroidered designs in materials. Dotted swiss is an example 
of a material where this is used. 

The plain weave and twill are used a great deal. There are 
many kinds of twill weaves, and materials having fancy twill 
weaves are often called "Diagonals." 

The laboratory work 1 should consist of making a model showing 
how lace should be sewed on a hemmed edge. The marguerite 
should be cut out and begun. 

Where no laboratory work is given the girl should study sam- 
ples of cloth to determine the weave used and should decide which 
would be considered of best wearing quality. Drawings of the plain 
or twill weave should be made, or they may be woven with yarn on a 
school loom. A stiff card can serve as a loom by piercing the edges 
through which the warp threads can be woven. The weaving may 
be done by using a blunt pointed needle as a shuttle. Colored mer- 
cerized cotton floss may be used. 

Fourth Week. 

Cotton: There are records which tell us that India has grown 
cotton longer than any other nation. There are writings of 800 
B. C. which mention a highly developed cotton industry there. In 
Egyptian history the first mention of cotton was made in 325 B. C. 
Columbus discovered cotton in the West Indies. At present the 



•Write for Extension Bulletin 23, Agricultural Extension Department, Purdue University, Lafay- 
tte, Ind. 

5—5321 



66 State Course Study in Domestic Science 

growing of cotton is a very important industry in the United States. 
During the Civil War, when the Southern people were too busy to 
grow cotton, cotton materials became very expensive and elaborate 
dresses were made from cotton cloth. There are many kinds of 
cotton grown. Sea Island, the kind raised on the islands along the 
coast of South Carolina and Georgia, is a very fine cotton. It is 
the most valuable kind on the market. Egyptian cotton is next 
best in grade. The kind grown in this country is known as Upland 
cotton. It has rather short fibers and is not as fine as the others. 
Cotton is picked by hand because no machine has yet been invented 
which seems satisfactory for doing the work. The bolls of cotton 
ripen at different times on the plant and this makes picking difficult 
to do by machinery. After the picking is finished the cotton is 
ginned. This is the process of separating the seeds from the fiber 
and is done in a machine called a cotton-gin. Before the gin was 
invented, cotton fiber was separated from the seed by hand. Five 
pounds of cotton could be picked from the seed by one person in 
a week. By the use of the gin five hundred pounds may be seeded 
in an hour. After the seed is removed the cotton fiber is put into 
bales or large bundles. The bale is wrapped in burlap and bound 
with iron hoops and is then ready to send to market. The cotton 
when it reaches the mill is cleaned, carded and spun. It is woven in 
many ways and many cotton materials are found on the market. 
Study the distinguishing features of such materials as calico, per- 
cale, dimity, gingham, etc. When possible have large enough pieces 
of material so that the width is shown. 

The marguerite should be finished in the laboratory work this 
week. There is no objection to allowing some of the work to be 
done at home provided the work is done well. It is usually easy to 
detect when the work is being done by someone else. This garment 
should be made by hand as the child is not yet well enough trained 
in handsewing to allow the use of a machine. 

When no laboratory work is possible the child can collect cotton 
materials and make a booklet on "Cotton." 

November 
First Week. 

The Flax Plant. The linen fiber is obtained from the vegetable 
kingdom or flax plant. This plant is not grown in the United 
States save for seed, but is extensively cultivated in Russia, Bel- 
gium, Ireland, Italy, France, Holland and Egypt. 



Sewing and Study of Textiles Cu 

There are many varieties known to the botanist, The plants 
are annuals and grow from 20" to 40" in height. The flowers 
range in color from a faint yellow to a light blue. 

When used for the fiber the crops are rotated, the seeds are 
sown broadcast, and quite thick, so that the plant does not have 
many branches. When ripe and ready for use, the whole plant 
is pulled up, because if the stem is cut or broken, the sap seeps 
out, and the fiber is not of such good quality. 

After the plants are pulled they are placed in bundles and 
dried. Then the "rippling" process, the combing out of the seeds, 
pods and dried leaves takes place, care being taken not to break 
the stems. The stalks are then tied in bundles and are referred 
to as "straw." 

The seeds of the plant are used to make linseed oil, linseed 
cakes, used for cattle feed, or linseed powder, used for poultices. 
After the "straw" has been obtained, it is put through a process 
known as "retting" — a most important process. The bundles are 
placed in cold water for fifteen days. A quicker but less satis- 
factory method is one in which chemicals are used, the process 
covering but 60 hours. By this process the fibers are often weak- 
ened, which makes it less satisfactory. 

A third method is that of placing the straw in a field, and 
leaving it for the winter. The flax so prepared is usually 
dark, and does not make as fine grade of linen as does the pale 
yellow or white. After the "retting" process, the fibers are sepa- 
rated from the woody bark or core, by pounding. This breaks up 
all woody parts and loosens the dirt, The work is carried on either 
by hand or machinery. 

The "scutching" process is still further used to clean the fibers. 
The long ones are separated and known as "line" — the shorter 
ones as "toe." The fibers are then drawn out into long ropes, 
slightly twisted, and finally spun into yarn, the stronger yarn 
being used for warp thread, the shorter being used for woof or 
filling threads in linen materials. 

Laboratory Work: From a large piece of canvas (Ada) have 
each girl cut a piece 5" x 3" (first dimension always width). Cut 
along woof thread for length, warp for depth. Make rows of chain 
stitching with heavy linen thread or use a piece of coarsely woven 
linen with colored thread. Use weave for guiding each stitch as 
to length. The stitches are thus regulated mechanically, and the 
principle of stitching easily seen. 



68 State Course Study in Domestic Science 

Where sewing is not taught in the laboratory, samples of linen 
used in the home might be brought to school mounted in the textile 
book, along with price and special use of each. Compare samples 
of cotton and linen texture, etc. 

Second Week. 

Laboratory Work: Make a sewing apron — preferably of 
checked gingham. The checks mechanically regulate the length 
of stitch, aid in keeping the line of seam straight, and give prac- 
tice in matching cheeks. Use fine thread 80 to 90 white, and good 
needle, No. 9. Fine thread sinks into the weave, wears better, and 
makes a better finished garment. 

Where no laboratory work is given samples of striped or plaid 
ginghams could be used showing proper and improper ways of 
matching. Use glue instead of sewing seams. 

Third Week. 

Laboratory Work: Continue work on apron. 

Where no laboratory work is given, assigned reading in Car- 
penter's ''How the World is Clothed" would be beneficial, or the 
organization of a girls' sewing club would be helpful. Many of 
the children in the rural schools could bring material, and meet 
for a few minutes at the luncheon hour. With a few directions 
from the instructor much pleasure and many useful articles would 
be the result. 

Fourth Week. 

Laboratory Work: Take up the study of Dyeing Materials. 
There are two methods of dyeing, that of dyeing the yarn before 
the goods is woven. This is a most satisfactory method because 
every portion of the yarn is thoroughly dyed. An example of mate- 
rial in which yarn is prepared by this method is chambray having 
the yarn dyed thread for warp, and the white for filling or woof. 
Have children bring samples of chambra from home, fray it and 
let them see how it is woven. 

Another method of dyeing is that of piece dyeing after the 
goods is woven. Generally speaking this is not as thorough a 
method as the yarn dyed, because the dye does not penetrate to the 
under thread in the weave. A piece of blue calico would illustrate 
this method. Fray out and note white specks along woof and warp 
threads Mount in textile books with notes, and inferences as to 
better method. 



Sewing and Study op Textiles 69 

Printing is another method of putting color into materials, 
such as calico, white goods, and sometimes silk. Plain materials 
are chosen usually, and by means of a block, patterns are pressed 
on the surface, which often wash off the first time the garment is 
laundered. Sometimes strong chemicals are used, and the pattern 
eats out the goods when laundered. 

Have children bring samples of printed materials, samples 
which are new and of the goods after wear or washing and note 
difference. Also make a list of colors they know to fade easily in 
the sun or when washed. Mount samples of these. 

If no machine work has been done, have each child practice 
sewing a straight seam on machine. Also a straight hem. Use 
a piece of muslin, long cloth or cambric, 7" x 5". Cut in two 
pieces, 4" x 5" and 3" x 5". Baste, making two seams, sew on 
machine. Turn a 1/8" hem on the long side, hem by machine. 
This involves two problems, that of stitching a straight hem, and 
of stitching through four thicknesses at the crossing of seams. 

If there is no machine in the laboratory, an over-hand patch of 
checked gingham may be made. Gingham 4-|" x 4-|", patch 
2\" x 2\" . Match checks. Baste carefully. Over hand, holding 
seam parallel to body, work from right to left, needle pointing 
towards you. 

Where no laboratory work is given, mount samples showing 
yarn and piece dyeing, also printing. Writing notes from talks 
given and observations made. 

December 
First Week. 

TSItie Giving of Christmas Gifts. Christmas stands for the anni- 
versary of the birth of the Christ child. The beautiful story should 
make it the most sacred of all the year. Washington Irving says 
it is "the season for gathering together of family connections, and 
drawing closer, again, those bands of kindred hearts, which the 
cares and pleasures and sorrows of the world are continually oper- 
ating to cast loose ; of calling back the children of a family, who 
have launched forth in life, and wandered widely asunder, once 
more to assemble about the paternal hearth, that rallying-place of 
the affections, there to grow young and loving again among the 
endearing mementos of childhood. ' ' 

A modern abuse of the Christmas spirit is the promiscuous 
giving of presents, which is almost a national grievance. In some 



70 State Course Study in Domestic Science 

localities, giving has developed into a rivalry in which time, 
strength, health and happiness are often sacrificed. It is the aim 
this month to have the children make simple home gifts, modest, 
yet often more treasured than expensive ones, because they may 
represent the first gift actually made, and because of the individ- 
uality and the appropriateness of the gifts. 

Laboratory Work. The work this month will be the making 
of inexpensive, easily made remembrances, in which the stitches 
taken up in previous models, will be used. Iron holders of pretty 
colored denims, with solid colors or figured, or flowered cretons — 
any cotton material which is washable may be used. The holder 
should be at least 6" x 5", three or more thicknesses to protect the 
hand from the heat of the iron. The edges are to be carefully 
turned in, basted and the overhand stitch used. In order that the 
various thicknesses stay in place when washed rows of running 
stitches or back stitches (whichever is more suitable) may be used, 
as quilting. 

Dust cloths make an appropriate and dainty gift. They 
should be made out of cheese cloth, preferably white, because the 
dirt shows on the white, and the frequent washing does not affect 
the white as much as the colors. An inch hem should be basted 
carefully on each end and then chain stitched in with a pretty 
colored thread. 

If no laboratory work is given, a collection of samples of 
gingham from home might be brought and cut into pieces for the 
note book. 

We have many varieties of gingham. Domestic, including the 
coarse, heavily sized apron gingham, and Scotch, which is also 
heavily sized, usually a conspicuous plaid, which fades after wash- 
ing. These are both cheap ginghams which shrink and fade. Since 
they are so commonly used, too much cannot be learned about 
them. Have samples of gingham before and after washing and 
compare. 

Have samples of Chambray, French, Scotch, Tissue and Kinder- 
garden ginghams, Discuss as to price, combination of colors, 
suitability for school dresses. Contrast, if possible, new pieces and 
pieces from worn garment. Mount all in textile book. 

Second Week. 

Choice of colors used in Christmas gifts is an important factor. 
At present the plant most symbolic of Christmas festivities is the 
holly, probably because of its green leaves and vivid red berries. 



Sewing and Study of Textiles 71 

Closely associated with the holly are the mystic mistletoe and ever- 
green. The red poinsetta has grown to be almost as symbolic of 
the season as is the holly. In selecting gifts, if appropriate, the 
green or red might be used. However, daintiness and neatness or 
usefulness should be emphasized in every case. No gift should be 
planned or color selected without the guidance of the instructor. 

Laboratory Work: A small needle book for the sewing basket 
would be an appropriate gift. Discuss colors and combination of 
colors. Scraps of new silk brought from home, or if that is not. 
possible, often the instructor could obtain pretty new pieces from 
friends, thus doing away with all expense. If material must be 
bought, a few cents from each child would be quite sufficient for 
the purchasing of material. An all-over pattern always cuts to 
better advantage. Every scrap can be used by making some 
square, some oblong, and some round. Use a cardboard founda- 
tion. Cut cover large enough to turn in 1/8". Baste carefully 
and overhand with silk to match. 

If no laboratory work is given, collections of Christmas colors 
showing combinations of proper shades could be made and mounted 
in the textile book. 

Third Week. 

A gift has dignity, is much more pleasing to the giver and the 
recipient if neatly and appropriately wrapped. In the last labor- 
atory period gifts will be finished and wrapped. Discuss choice 
of colors in papers and ribbons, make suggestions both in regard 
to inexpensive wrapping and colored thread. Encourage individ- 
uality. Have children collect appropriate verses and greetings to 
use with gifts. 

Laboratory Work: Simple bags. Silk ribbon, silk by the yard, 
linens or white material would be suitable. Aid child in selecting 
design and material. If an apron is more appropriate for gift, it 
should be made. The instructor should aid in selecting material, 
design and trimmings. Children should be encouraged to make 
their own selections and put their individuality into the work. 

If no laboratory work is given, a collection of materials suitable 
for sewing aprons, or work aprons could be made and mounted in 
the textile book. A discussion of suitability of aprons, along with 
the proper care of clothing (aprons a protection) and a few simple 
tests for removing stains from aprons might be brought in very 
nicely. 



72 State Course Study in Domestic Science 

Fourth Week. 

Laboratory Work: All gifts are to be finished, pressed, in- 
spected by instructor, carefully and neatly wrapped. If there are 
other instructors in the building, an exhibit before wrapping 
would no doubt be enjoyed by the instructors and pupils. 

January 
First Week. 

In the classification of fibers, we have three from the animal 
kingdom, namely, wool, silk and mohair. An animal fiber is a 
nitrogenous substance. It may be an appendage to the skin as wool 
or hair, or it may be a secretion as silk. 

Wool is obtained from the sheep. History tells us that linen 
and wool were spun and woven about the same time. Bones of 
sheep found in the graves of people, of prehistoric times, proves 
sheep of great value. However cultivation has improved the char- 
acter of the fiber, and now Australia, Argentine and the United 
States lead in wool production. Russia, New Zealand and Great 
Britain come next. (Correlate with geography.) In the United 
States the greater number of sheep are raised in states west of the 
Mississippi. 

Sheep must be well cared for to produce good wool. The fibers 
are then even in length and contain an oil called yolk, which gives 
softness and pliability to the fiber. Wool from poorly cared for 
sheep is uneven in length, and has little oil. The fibers are brittle 
and the color is not good. The fiber when observed under the 
microscope is seen to be covered with little scales. The length of 
the wool fibers vary from 2|" to 10£", according to breed of sheep. 
There is a marked difference in fibers from the animal. Those 
from the hind legs and tail are coarse and of poor quality. Those 
around the neck are short. The best fibers are obtained from the 
shoulders and sides of sheep. The wool or fleece is removed or 
sheared from the body in an entire sheet. The fibers are then 
assorted according to length and quality, then scoured by washing 
wool in moderately warm water and soap until thoroughly clean. 
This is then dried at a low temperature, because too high a tem- 
perature would injure the fiber. The fiber is then taken through 
carding, spinning and weaving processes, the final product being 
wool cloth. 

Laboratory Work: Collect aud discuss common samples of 
plain weaves, for example broad cloth and white flannel. Cut and 



Sewing and Study of Textiles 73 

mount in textile book. The burning test, which is a very simple 
one, should be made. Pull out some threads and burn. Notice 
the time, manner in which it burns, also the characteristic odor 
(that of burning feathers). At the same time burn some cotton 
threads, compare, as to length of time it takes to burn and odor 
produced. 

Start the mending model. A piece of plain woven material, 
either colored or white flannel, about 5" x 5". Cotton thread to 
match. With a pair of blunt scissors cut a three-cornered tear. 
Hold raw edges together with small basting — basting corner of 
tear first. Then with small running stitches mend tear, leaving 
bastings in to help strengthen. Press very carefully. Insist on 
a tear being mended in a garment at home, and brought to school 
for inspection. 

Where no laboratory work is given, if some elderly person in 
the neighborhood, who has carded, spun and woven home spun 
cloth, could be persuaded to come and give a talk, much informa- 
tion could be obtained. 

Second Week. 

Other materials for the textile book should be collected, dis- 
cussed and mounted. We have many other weaves besides the 
plain weaves in wool materials. Among the more common ones 
are serges, English tweeds, covert cloth and many others. Review 
methods for dyeing materials. If possible bring out points in 
selecting colors which harmonize, and suitable plaids, so commonly 
used for children's school dresses. Use a piece of material which 
you know to be part cotton, try burning test. 

Laboratory Work: Stocking Darning. This is one of the 
most practical lessons given. It would probably be easier for the 
pupil if a hole in a piece of a stocking was tacked on a piece of 
card board and darned in this way. Use thread to match the stock- 
ing. The process could be easily brought out, and a neater model 
obtained — especially where there has been no experience in this 
line of work. 

Where no laboratory work is given, directions for this work 
should be given and the work done at home. The mended stockings 
should be brought to school for inspection. 

Third Week. 

One of the big industries in the United States is that of manu- 
facturing stockings. In primitive times the woolen stockings were 



74 State Course Study in Domestic Science 

all knitted at home from home spun yarn. This knitting of stock- 
ings is still done in some sections of the country. However, the 
greater number of people probably wear machine-knit stockings. 
We have many kinds, grades and colors. The more common are 
cotton, wool, lisle, fleece lined and silk, and range in price from 
12^c to $3.00 per pair, depending upon the kind and quality. How- 
ever a good pair of hose can be bought for about 35c. They 
should be long enough that the foot is not cramped, there should 
not be heavy seams across the toe or bottom of the foot. Why? 
Too cheap stockings are often so poorly dyed that the perspiration 
from the foot causes the dye to come out and often poisons the 
foot. If possible have stockings of different weight and price to 
bring out point in talk. 

Laboratory Work: Children are to darn a stocking or pair 
of stockings, depending upon the number and size of holes, and 
time. 

Where no laboratory work is given, a study of the manufacture 
of stockings could be taken up. If children have access to maga- 
zines, have them cut out advertisements of firms making hole- 
proof stockings, thus becoming familiar with names of firms, good 
points about stockings, and price per pair. Mount advertisements 
in textile book. Encourage home work in mending and darning. 

Fourth Week 

This week the night gown will be started. Material and trim- 
mings should be selected by the child, but under the direction of 
instructor. If enough pupils in class, a bolt of long cloth can be 
purchased at a reduction. The suitability, wearing qualities and 
price of trimmings should be discussed. A cheap material as well 
as a flimsy, coarse, weak-edged trimming are always expensive 
in the long run. Discuss and tell why certain selections should 
be made. Discuss kinds of lace used for underwear, such as tor- 
chon, linen and Valenciennes. 

Laboratory Work: If there is a machine in the laboratory, a 
gown with sleeves should be made as this gives practice in putting 
in sleeves. However if the gown must be made by hand, a kimona 
pattern should be used. Each girl should cut out her own gown. 
Tf pattern is too small the teacher should explain the principle 
underlying altering. If too large, show how to alter; likewise 
too short or too long. Use French seams in sewing up gown and 
sleeves. Care must be taken so that the seams are wide enough 
to cover rough edges. Hem around neck, bottom of sleeves and 



Sewing and Study of Textiles 75 

bottom of gown. Baste each seam and hem carefully. The neck 
and sleeves must be finished according to trimming used. If lace 
is used, overhand on edge of hems, if embroidery, a flat fell or 
French seam should be used. 

Where no laboratory work is given, make a collection of mate- 
rials and trimmings used in the home for underwear. Mount in 
textile book, along with width, price and amount of each required 
for garment. From price list of ready made garments, compare 
cost of home made garment. Which is cheaper? Which better for 
same amount of money? 

February 
First Week. 

Silk: We are this month taking up the subject of silk. The 
silk fiber is obtained from the animal kingdom. It is our most 
expensive fiber. Tradition says that the culture of silk began in 
China in 2700 B. C. Silk raising is still an industry in both 
Southern and Northern Europe. The culture was started in 
America about 1622, in Virginia, but we can not compete with the 
Orient or South Europe because of their cheap labor. 

The principal silk-rearing countries at the present time are 
China, Japan, Italy, France, Spain, Russia and India. China is 
perhaps the leader with Japan a close second. The cultivated 
silk worm passes through four changes in its life of a couple of 
months, the egg, larva, chrysalis or pupa, and the adult — a creamy 
white moth about one inch in length. The moth lives only three 
days. 

The eggs are small, dark, flat and round. The worm when 
hatched is about the diameter of a hair and less than three-fourths 
of an inch long. Under the magnifying glass one can see long 
hairs, many legs and a shiny nose. The worm feeds upon mulberry 
leaves. About thirty meals a day are eaten in the first stage. 
When fully developed the worn is about three inches in length, 
white and velvety. As it approaches maturity hunger lessens and 
it begins to inclose itself in its silken shell by expelling, from two 
openings under the mouth, two delicate threads which form a single 
one. By the motion of the head, a sort of figure eight is woven 
by the thread and the worm is gradually inclosed in the interior of 
the cocoon. 

Laboratory Work: Continue work on gown. Where labora- 
tory work is not given the collection of lace samples for textile 



76 State Course Study in Domestic Science 

book should be discussed and mounted. See library list of refer- 
ences to use in textile work, pp. 110 and 119-20 below. 

Second Week. 

Study of Silk Continued: Silk is our longest fiber, varying in 
length, from three hundred to fourteen hundred yards. After 
fifteen to twenty days are spent, a moth is developed in the cocoon. 
It moistens the end of the cocoon and breaks its way out. Cocoons 
may be white, yellow or greenish in color. 

The fiber as it comes from the cocoon is covered with a gum, 
which is removed by boiling. The fiber is a creamy white or pale 
yellow. The cocoons should be baked before the moth has a chance 
to emerge so that the moth is killed and the fiber of the cocoon is 
not broken. 

Various diseases and parasites attack silk worms, and vast 
sums of money were lost until great care was exercised in securing 
eggs from perfectly healthy moths. Good food in the form of 
flawless mulberry leaves is necessary. The worm must be fed 
regularly and must be cared for in a very careful way. 

Laboratory Work: Work on the gown should be continued. 
When finished a lesson on hemming a napkin, or towel, to teach 
the nappery hem and its use could be commenced. Turn first fold, 
then second, making a hem from l"-l" in width. Baste carefully, 
turn hem back right sides together, holding material parallel to 
body, hem next to body. Beginning at the right overhand. Each 
girl could hem one napkin or one end and these could be used 
in school work when serving meals. Towels could be used in 
connection with the laboratory work. This would be a good chance 
to teach personal hygiene — the use of an individual towel. 

Third Week. 

Study of Silk Continued: We have two distinct classes of silk. 
(1) That produced by the cultivated silkworm, carefully reared 
and fed on white mulberry leaves, producing a silk fine and even 
in size. (2) The wild silk produced by the worm which has not 
been well cared for, and fed on other things. This produces an 
inferior silk, coarser and very uneven. The wild silk furnishes a 
large class of materials such as pongee. China, Japan and India 
all produce wild silks. 

One of the most important and tedious processes, is the Reeling. 
The cocoon is floated in boiling water, then brushed, until the fila- 
ments which will unwind to the center of the cocoons are found. 



Sewing and Study of Textiles Y7 

They are then wound on the reel. The silk from several cocoons 
is united, twisted slightly in the fingers and passed through an 
agate or smooth glass eye and attached to a swift or reel. After 
this raw or reeled silk is obtained, the next process is that of throw- 
ing, the process by which it is made into yarn for weaving. The 
reeled silk is strong enough to weave, but if dyed the threads would 
open up, so that the skeins that are to be dyed must be more or 
less twisted. Great care is always exercised in removing the gum. 
All silks do not require the same treatment, for the gum is more 
difficult to remove in some eases. 

After cleansing or dyeing, the skeins are wound in various ways 
on bobbins, according to the use to which they are to be put. Silks 
which are to be woven are warped immediately. Silk warping 
requires the most delicate handling (review subject of warping 
cotton and linen). The weaving of silk is much the same as other 
weaving, though special silk looms are built. 

Laboratory Work: The work this week should consist of work 
on button holes, and the proper method of sewing on buttons. 
Use cotton materials several thicknesses, measure button and cut 
hole accordingly. Before cutting the first one, measure so as to 
have them evenly spaced. The button hole stitch is made by push- 
ing the needle through towards the body, throwing the double 
part of the thread under the end of needle, thus making a knot or 
"pearl" edge on button hole. "When a button hole is "barred," 
the bar is made by taking three or four stitches across the end of 
the button hole, and these stitches in turn button holed, throwing 
the pearl towards the button hole. Make a number of button 
holes. Have girls bring garment from home and make all the 
button holes in it. 

Also give directions for sewing on buttons, using a pin, so that 
a shank will be formed. Be careful that the eyes of the button 
are parallel to the button hole. Sew buttons on garment in which 
button holes were made. 

Where no laboratory work is given, give directions for making 
button holes at home, and urge mothers to supervise work, then 
bring garment to school for inspection. 

Fourth Week. 

Study of Silk Continued: Silks like other textiles are adul- 
terated. Because it is the most expensive textile it is probably 
adulterated more than any other. It may be adulterated with 



78 State Course Study in Domestic Science 

cotton, because the cotton is so much cheaper and can be used 
without being discovered by an inexperienced person. 

A very common adulteration is that of weighting with metallic 
salts. This gives additional weight. The silk looks well and feels 
heavy. Deterioration will often occur while the gown is being 
constructed, in lying on the shelves in the store or hanging in 
the closet. Often a piece of silk heavily weighted, if held to the 
light will show threads or streaks which look like tinsel — this is 
tin weighting. 

Silk is often injured by the use of strong chemicals used in 
the dyeing processes. Discuss different kinds of silk. If possible 
have a collection of inferior and good silk, also pieces showing 
print, weave, etc. 

Experiment: A simple but interesting test could be made by 
the instructor. Take two small pieces of silk — one you know to 
be good, the other weighted. Burn. The good silk will burn 
slowly and leave little ash. The weighted silk will leave ash in just 
the form or shape of the original silk. 

Laboratory Work: Make a collection of printed, inferior and 
good silk. Carefully trim and mount in textile book, noting width 
and price. Make list of different articles made of silk. Cost of silk 
thread, number of yards on spool — how numbered, and price per 
spool. 

Make button-hole on wool material, using silk thread. Also 
sew on hooks and eyes, covering same with silk thread — using the 
buttonhole stitch. Why cover them this way ? 

Where no laboratory work is given, the booklet on silk should 
be finished; the collection of silk made, and the burning test by 
instructor made. 

March 
First Week. 

Review and discuss the various kinds of seams and their uses. 
The new seam to be taken up is the French seam. It is a seam 
within a seam. It is used on underclothing and garments made 
of thin or sheer material, where a raw seam would be objectionable. 

Laboratory Work: Make a model showing the method of 
making a French seam. Place wrong sides of material together. 
Baste carefully 1/8" from edge. Sew, using fine running stitches. 
Remove bastings. The seam is now on the right side of material. 
Turn, crease and baste carefully, just beyond the edge of the first 



Sewing and Study op Textiles 79 

seam. Use fine running or combination stitch. Compare with 
plain seam and flat felled seam. 

To Learn to Cut a True Bias: The warp threads are the 
lengthwise or heavier threads, which correspond to the carpet chain 
in a carpet loom. The woof threads are the filling or crosswise 
threads. (Explain this by fraying a piece of material.) In cut- 
ting a true bias the material is folded in such a way that the warp 
or lengthwise threads are parallel to the woof or crosswise threads. 
Crease, using this crease as a guide, and by the aid of a ruler, put 
in dots indicating the width of bias strip which is to be cut. 

Where no laboratory work is given, a discussion in regard to 
clothing should be taken up. 

Suggested points for discussion — cost of clothing, durability 
and suitability. 

Second Week. 

Cooking Apron: Make an apron of long cloth with a bib suit- 
able for use in the cooking laboratory. Select a simple pattern. 
The white aprons are used in laboratory because they show the 
dirt and are therefore more hygienic and sanitary, because they 
are washed oftener. They make a better appearance and give dig- 
nity to the work 

Laboratory Work: Have girls measure length of skirt and bib 
and alter pattern according to measurements. It will take time, 
but have each girl cut her own apron — under supervision of in- 
structor. See that the pattern is pinned onto material correctly 
and explain the use of the markings on the pattern. 

Where no laboratory work is given, from collection of cotton 
materials in textile book, have the girls select suitable material 
for house dress, give reasons for selection. Discuss price, amount 
necessary for a dress. Also wearing qualities — whether easily 
faded by sun or washing. 

Continue Work on Apron: Cut true bias facings, and if time 
permits, baste skirt of apron. Use French seams in apron. 

Where no laboratory work is given continue the study of select- 
ing a wash dress. From the various magazines cut out the fancy 
work or pattern sheets. Use these to illustrate good and bad color 
combinations. From uncolored pattern sheets obtain simple, suit- 
able dresses for growing girls, and with water colors or crayons 
work out color schemes. Mount in textile book, along with explana- 
tory notes. 



80 State Course Study in Domestic Science 

Third Week. 

Continue Work on Apron: Baste the bias facings on the bib, 
holding the bias piece next to the body. Use fine basting stitches 
because the bias piece has a tendency to slip. If there are no ma- 
chines in the laboratory and it seems advisable, let the apron be 
taken home, the seams in skirt and bias facing on bib carefully 
stitched, using fine thread. Why ? 

Where no laboratory work is given have the girls make a list of 
the clothing worn in summer; clothing worn in winter. Discuss 
with them the different kinds from a hygienic, economic, and 
aesthetic standpoint. (Correlate with lesson in hygiene or physi- 
ology.) Mount list in textile book. 

Fourth Week. 

Continue Work on the Apron: Finish the skirt of the apron, 
making French seams. If there is no machine in the laboratory 
baste the hems and stitch at home. Use a f " hem on sides of apron. 
Be sure to keep the stitching straight and to use fine thread. 

Where no laboratory work is given, continue the work taken 
up last week, using the list made out by each girl. Have her 
figure out the cost of her summer clothing, her winter clothing. If 
she has no idea of the value of clothing, give help by means of 
general price list. Mount all lists in textile book. 

April 
First Week. 

Continue Work on the Apron: Before the class commences 
work take up the subject of turning the hem on the apron, also 
proper method of putting in gathers. Discuss method of putting 
belt on sewing apron. 

Laboratory Work: Straighten the bottom of apron by placing 
on girl and measuring up from floor for the proper length. Turn 
hem desired width, lay in plaits where needed. Baste carefully. 
Stitch hem on machine. Gather top of apron, and sew on band 
according to directions given for placing band on sewing apron. 
Remember that the bib is to be put on. 

If no laboratory work is given, a talk on the care of school 
clothes would fit in nicely. ' ' A place for everything and everything 
in its place, ' ' saves time. Discuss improvement in appearance when 
shoes are polished, heels are straight, buttons on and good shoe- 
strings in them. "A small hole in a stocking is more easily mended 



Sewing and Study of Textiles 81 

than a large one." Hair ribbons which are taken off before re- 
tiring and carefully untied, last longer and look neater than rib- 
bons not removed at night. A tactful discussion would no doubt 
mean much to the class. 

Second Week. 

Laboratory Work: Finish apron. Stitch the bias facing on 
bib, join to skirt by finding center of bib and center of front gore. 
Work button holes and sew on buttons, not forgetting one for 
holder and towel. 

If no laboratory work is given, prepare a paper on ' ' The Sewing 
Machine." When first manufactured, by whom. List the standard 
machines. Discuss the cost of good machines. Discuss kind used 
in home. 

Third Week. 

The laboratory period this week should be spent in finishing 
any back model or garment. Press, mark and mount ready for the 
exhibit. 

If no laboratory work is given, finish the textile book. See 
that all the written work and samples of textiles are properly 
placed, and the book made as attractive as possible. Encourage 
individuality. If sewing clubs have been organized, give direc- 
tions for pressing, marking and mounting articles for exhibit. 

Fourth Week. 

Arrange an exhibit of all work done by pupils. Talk over the 
arrangement of exhibits and have girls assist. Make the exhibit 
just as attractive as possible. The girls should act as hostesses. 



6—5321 



82 State Course Study in Domestic Science 



7. Suggestions for a Study of the Planning, Care, Furnishing 
and Upkeep of the Home 

The planning, eare and management of a home constitutes one 
of the most important lines of work which most women are called 
upon to do, because it represents one of the more important prob- 
lems connected with the occupation of home-making. The fol- 
lowing course on "The Study of the House" was planned to give 
teachers practical help in the study of this group of problems. In 
this outline a way of developing the particular topics taken up in 
the course has been suggested, which it is hoped may prove inter- 
esting and profitable to seventh and eighth grade pupils. 

The problems suggested are by no means all that could be given. 
Others which may better fit into the needs of the individual school 
will suggest themselves to the teacher, in which case the ones best 
suited to the needs of the community should be given attention. 

The questions are asked not pedagogically but to give informa- 
tion and at the same time inspire in the pupil a spirit of inquiry 
and method of investigation, and thus save time. The emphasis 
has been put on the construction and care of the house. 

It is desirable that each pupil keep a note book in which they 
work out the various problems taken up, preserving in permanent 
form information and illustrations which they may be able to 
gather either from reading or from observations made during the 
study of the problem. Much of this work can be clone out of 
school and the pupils should be encouraged to use the home as far 
as possible as a laboratory for trying out problems studied at 
school. In some cases pupils might help take care of the school 
room. Proper methods of ventilation, sweeping, dusting, cleaning 
windows, washing paint, building fires, blacking stoves, etc., may 
all be taught in the school room. Each problem taken up should 
so far as possible be made one in arithmetic, drawing or language 
as well as a problem in domestic science. 

a. OUTLINE FOR A STUDY OF THE HOUSE » 

(1 ) Choosing a Site for a Home. 
Problems. 

1. Observe sites in a locality where houses have been built 
and list desirable and undesirable points. 

1 This Outline for a "Study of the House" was prepared at the suggestion of 
the State Department by Mabel Thacher Wellman, assisted by Georgia E. Finley 
and Edith Williams, of the Department of Home Economies. Indiana University, 



Planning, Care and Furnishing of Home S3 

2. Find a desirable location for a building site on which a 
house has not been built and give reasons for selection. 

Questions. 

1. Is the location in a desirable neighborhood? For what 
reasons ? 

2. Is it located conveniently to business, town, schools, and 
church ? 

3. Are the trees located so that they give shade and yet do 
not make the roof damp or shut off light and air from the house? 

4. Is it located in a quiet neighborhood, where the noise is 
not a constant strain on the nerves? 

5. Do the north rooms have an east or west window to admit 
sunshine into the room some time during the day? 

6. Is there enough loam in the soil to produce a good lawn 
or garden? 

7. Is the site on high or low ground? 

8. If on low ground, are there subsoil drains which lower the 
ground water level to one foot below the cellar bottom? 

9. If on high ground, is it sloped from the house one foot in 
one hundred feet, or enough to drain off the water from the rain 
and snow? 

10. Is it located near a factory or other places which give off 
offensive odors or a large amount of smoke? 

11. If a farm house, is it located far enough away from other 
farm buildings that the odors do not reach the house? 

12. Is there a manure pile near the farm buildings, which 
provides a breeding place for flies, or is the manure hauled directly 
to the fields? 

13. Is there a dry cellar under the house? 

14. If there is no cellar is the house and porch enclosed with 
a wall which has openings for ventilating the space under the 
house or with a lattice which will keep out the cats, dogs and 
chickens ? 

15. Is it located in the neighborhood of a swamp or stagnant 
pond which provides a breeding place for mosquitoes? 

16. If a city house, what is the source of the water supply? 

17. What way does the city provide for the disposal of ashes 
and garbage? 

18. Is the city well protected against fire? 

19. Does the city provide and enforce good city laws? 



84 State Course Study in Domestic Science 

References. 1 

House Sanitation: Marion Talbot. 
Food and Sanitation : Forester and Weigley. 
Bulletins: Modern Conveniences for the Farm Home. 
Farmers' Bulletin No. 270. 
The Farm House. Cornell Reading Course. 
Farm House Series, No. 6. 

(2) Cellars 
Problems. 

1. How many houses in your locality have a cellar under the 
whole house? 

2. List the materials used to construct the walls and floors of 
the cellar. 

3. What is the cost of each material? 

4. What would it cost to construct cellar walls of each? 

5. Draw the outside walls of the cellar, indicating the location 
of the windows and the height of the wall above the ground level. 

Questions. 

1. Is the cellar built under the whole house, making it cooler 
in summer and warmer in winter? 

2. Is the cellar built on high enough ground or drained to 
insure dryness at all seasons, or is it damp enough for growth of 
molds ? 

3. Is the floor cemented, making it easy to keep clean? 

4. Are there windows on different sides, giving a free circula- 
tion of air? 

5. Are the windows screened to keep out flies and other in- 
sects ? 

6. Is the cellar wall built three feet above the ground level, 
making the space high enough to build windows which let in plenty 
of air and sunshine? 

7. If it is an old cellar and the house is not set three feet 
above the ground level, could a sloping place be built and the 
windows lowered to admit air and light? 

References. 

The Healthful Farmhouse: Helen Dodd. 
House Sanitation: Marion Talbot. 



1 For names of publishers and prices of books and bulletins referred to in 
all Lessons on the House, see this bulletin, pp. 103 and 104. 



Planning, Care and Furnishing of Home 85 

Shelter and Clothing: Kinne and Cooley. 
Bulletin: Modern Conveniences for the Farm Home. 
Farmers' Bulletin No. 270. 

(3) Construction of the Framework 
Problems. 

1. If possible examine the framework of a house in process 
of construction. Learn the parts in the structure and the use of 
each. 

2. The main parts of the framework of a house are : footing, 
foundation walls, sills, girders, joists, plates, corner posts, stud- 
ding, sheathing, clapboards, furring strips, rafters, lath, cornice, 
shingles, and flashing. Find these in a house. If you cannot 
find a house in the process of construction, the inside of a barn or 
shed will show many of the parts. 

3. Make a drawing of the framework of a house. 

4. Observe the construction of the foundation walls, the out- 
side walls, and the inside walls. 

5. Observe how the roof is put on. 

6. Find out how the floors are laid. 

7. What materials are used in your locality for the outside 
walls of the house? 

8. How do they compare as to cost and length of time they 
last? 

9. What materials are used for roofing in your locality? 
What other materials may be used? 

10. How do the various materials compare as to cost, and 
durability ? 

11. How are the various materials put on to the roof? 

Questions. 

1. Are the walls constructed with inter-air spaces which are 
poor conductors of heat? 

2. If the house is built of brick, is there an air space between 
the tiers? 

3. If it is built of veneer, that is stone or cement, is each 
block re-inforced with tin strips? 

4. If it is built of wood, is there building paper and sheathing 
under the clapboards or shingles? 

5. How do the outside walls differ from the inside walls? 

6. Are the floors of the house laid double, preventing dust 
from rising from the cellar? 

7. Do the clapboards lap, keeping out rain and cold? 



86 State Course Study in Domestic Science 

References. 

The Care of a House: T. M. Clark. 
The House: Isabel Bevier. 

(4) Floors and Woodwork 
Problems. 

1. Make a collection of hard and soft woods used for inside 
woodwork and floors. Study texture and grain of the wood. 

2. Measure the schoolroom and estimate the cost of laying the 
floor with hard wood, and compare with the cost of a floor laid 
with soft wood. 

3. Estimate the cost of woodwork in the schoolroom, using 
hard and soft wood. 

4. Find methods of finishing hard and soft wood. 

5. Compare the cost of finishing a soft wood with paint with 
the cost of finishing a hard wood with varnish and wax. 

6. Make a collection of woods finished with paint, stained, and 
finished with varnish or wax. Get samples from, manual training 
department or send to a reliable paint firm and ask for material 
showing different wood finishes and dyes. 

7. Collect pictures of interiors of houses and note the style 
of woodwork which would be the easiest to clean and give daily 
care. 

Questions. 

1. Is the woodwork of the base boards, doors, windows, and 
stair casings easy to dust, or do they have elaborate mouldings? 

2. Are the base boards in one piece and with a curved surface, 
avoiding cracks for the accumulation of dirt? 

3. If the floor is soft wood, could the cracks be filled and 
painted with a good floor paint? 

References. 

The Care of the House : T. M. Clark. 

Selection of Household Equipment. Yearbook of Department 

of Agriculture for 1914. 
Household Decoration. Cornell Reading Course, Farm House 
Series No. 1. 

(5) House Planning 
Problems. 

1. Get several sheets of cross-section paper. Let the space of 
one section — usually one-eighth inch to one-fourth inch — represent 



Planning, Care and Furnishing of Home 87 

one foot. Measure a room either at home or at school. Allowing 
one space to represent a foot, draw the room on the paper. 

2. Measure the walls, windows, and doors and make a diagram 
on the paper locating the doors and windows. 

3. Draw the floor plan of two adjoining rooms on the same 
sheet. 

4. Draw the first floor plan of a small house. 

5. Observe how the floor space of houses is divided. Could 
you rearrange spaces you think inconvenient, so they would be 
more convenient? 

Questions. 

1. Are the houses you observed planned to admit the sun into 
the living rooms and bedrooms some time during the day? 

2. Are the windows large enough and in the right places to 
get the best light and views? 

3. Are the windows arranged to get a cross draft — on differ- 
ent or on opposite sides of the room? 

4. Are the windows grouped and the doors placed so as to 
leave wall space for furniture that will be used in the room? 

5. Is the living room large enough for the family use and is 
it connected with the main passageways? 

6. Can you see from the front door directly into the kitchen, 
or is the kitchen door placed to one side, preventing a view into 
the kitchen from the front door ? 

7. Is there a built in cupboard or sideboard between the dining 
room and kitchen or near the pantry, to save steps? 

8. Are there built in shelves and cupboards in the pantry for 
the supplies common to dining room and kitchen? 

9. Is the kitchen small enough to avoid the taking of unneces- 
sary steps in doing work? 

10. Is there space allowed for the necessary kitchen equip- 
ment — stove, working space, table or cabinet made or built in, 
refrigerator, sink, storage place for kitchen supplies? 

11. Are the windows or the windows and transom arranged 
to give plenty of ventilation in the kitchen? 

12. Can the windows be lowered from the top? 

13. Are the windows in the kitchen placed at least three and 
one-half feet from the floor, so that the sink or tables may be placed 
under them? 

14. Is there a place provided aside from the kitchen for the 
men to remove their work clothes? 



88 State Course Study in Domestic Science 

15. Is there a separate wash place for the men aside from 
the kitchen sink ? 

16. Is the width of the steps in the stairway proportional to 
the height — rise seven inches, tread ten inches ? Count the number 
of steps up a flight of stairs and estimate space allowed for the 
stairs. 

17. Are the bedrooms all separate rooms, each with its own 
exit? 

18. Are the bedrooms bright, airy rooms with windows pro- 
viding for a circulation of air? 

19. Has the plan been arranged so that the bath room does 
not open into the dining room or kitchen? 

20. If it includes a bath room, is it light and well ventilated 
and easy to reach from all parts of the house? 

21. Does each bedroom have a closet? 

22. Has there been an extra closet planned for linen, bedding, 
etc.? 

References. 

Successful Houses and How to Build Them : White. 
Planning and Furnishing a Home : Quinn. 
The House: Isabel Bevier. 
The Healthful Farmhouse: Helen Dodd. 
Modern Conveniences for the Farm Home. 
Farmers' Bulletin No. 270. 

(6) Lighting 
Problems. 

1. Find out the ways in which the homes in your locality are 
lighted. 

2. What is the cost of lighting a house for one month with 
the various kinds? 

3. Find out how gas and electricity are made. Find out the 
history of kerosene. 

Questions. 

1. Which of the above ways of lighting is the easiest to keep 
clean or requires the least care? 

2. Which method of lighting uses up the most oxygen and 
gives off the most carbon dioxide? (An ordinary gas jet con- 
sumes as much air as two people and a kerosene lamp as much as 
four people.) 



Planning, Care and Furnishing op Home 89 

3. If the light gives off heat and combustible materials, is 
there provision made to keep the air in circulation, an inlet and 
an outlet? 

4. Is the room lighted with a steady light, with no glare or 
no direct light in the eyes? 

5. Are the lights placed in each room convenient for the pur- 
pose for which they were intended — reading, sewing, toilet, gen- 
eral use? 

6. If the light is for reading and sewing, does the shade throw 
the light upon the book or work? 

7. Is the light arranged to throw the light over the left 
shoulder ? 

8. Is the dining room light arranged so that it does not carry 
the light directly to the eyes of the people seated at the table? 

9. If the lamps are used, are they cleaned every day? 

10. Is the reservoir filled to within one inch of the top or with 
sufficient oil to last one evening? 

11. Is the wick and burner kept clean so that it does not give 
off offensive odors? 

12. Is the wick trimmed first with sharp scissors and then 
wiped with soft paper? 

Note : To clean a very dirty lamp or a lantern burner, remove the wick and 
boil for ten minutes in a quart of water to which two tablespoons of washing soda 
have been added. Wipe the burner dry and replace the wick. 

13. Are the bulbs and shades dusted frequently and are they 
given a thorough washing before they become so blurred that they 
dim the light? 

References. 

House Sanitation: Marion Talbot. 

Food and Sanitation: Forester and Weigley. 

Bulletins : Housekeeping and Cooking Lessons for Rural Com- 
munities. Hampton Institute, Hampton, Vir- 
ginia. 
Rules for Cleaning. Cornell Reading Course. 
Farm House Series, No. 4. 

(7) Heating 
Problems. 

1. In how many ways are the homes in your locality heated? 

2. Collect pictures showing the evolution of the process of 
heating the house, from the open grate to hot water. 



90 State Course Study in Domestic Science 

3. Find out how much it costs to put the various kinds into 
a house. 

4. What is the cost of running the various kinds per month? 

5. What are the fuels used in your locality? What are their 
sources? Trace coal and wood from their sources to the heater. 

6. Examine a cook stove and observe how it is constructed. 
Make a drawing showing how the air draws through the stove and 
up the chimney. 

7. Close the oven damper and show how the air goes through 
the stove and up the chimney. 

Questions. 

1. If the house is heated by stoves, is there a vessel of water 
in the room from which evaporation takes place? 

2. Have you learned to regulate the dampers and drafts to 
give a steady heat or a quick heat? 

3. When you build a fire do you place the kindling loose 
enough in the empty fire box to admit of a circulation of air through 
the fire box to start the kindling. 

4. Do you light the fire from the bottom of the fire box rather 
than from the top? 

5. Is the fire box kept free from ashes and clinkers? 

6. Is the range plain and free from ornamentation which is 
hard to keep clean? (A nickel strip around the edge keeps the 
apron clean while working over the stove.) 

7. When putting in a fresh supply of fuel do you regulate 
the drafts and dampers to prevent the escape of gases and smoke 
into the room? 

8. Are the soot and ashes removed regularly from the top 
and under part of the range? 

9. When removing ashes from the stove do you carry them in 
the ash pan to the outside of the house to empty them? 

10. Do you clean up spilled ashes before they are tracked or 
blown to other parts of the house? 

11. Are the stoves given daily care ? (The best time to blacken 
a stove is just before or at the time of starting the fire. Then 
polish the stove as it grows warm.) 

References. 

House Sanitation: Marion Talbot. 

Bulletins: Modern Conveniences for the Farm Home. Farm- 
ers' Bulletin No. 270. 
Kitchen. Agricultural College, Columbus, Ohio. 






Planning, Care and Furnishing of Home 91 

(8) Water Supply 
Problems. 

1. From what source is the water obtained for drinking and 
household purposes in your neighborhood ? 

2. Are there other means of obtaining a water supply besides 
the ones represented in your neighborhood! 

3. What materials are used to line the wells in you locality? 
Are they lined down six feet from the top with a material thai 
will not let in surface water? 

4. Draw a sanitary well and show from where the water 
comes. 

5. Draw a well showing how it could become polluted from 
barnyard, outhouse, or cesspool. 

6. What materials are used to build cisterns? 

7. Make a drawing showing how the water is conducted from 
the roof to the cistern. 

8. Do the cisterns in your locality have niters for clearing 
the water? 

9. Of what materials are the niters made? How are they 
made ? 

10. What proportion of the water of the cistern is held in 
the unfiltered part? 

11. Examine a pump and learn how it lifts the water from 
the well. 

Questions. 

1. Is it possible for the surface water to get into your water 
supply and pollute it? 

2. Are the wells and cisterns built with tight tops to keep out 
dirt, insects, and small animals? 

3. Is the well located near a cesspool or privy where the drain- 
age from that could get into the water supply, making it possible 
for the water to become polluted with typhoid or other disease 
germs ? 

4. Is it located near a barnyard where drainage from the 
yards might be washed into it? 

5. Does the water in your locality contain so much mineral 
matter that it is difficult to cook vegetables tender? 

6. Do you allow the first falling rain to wash off the roof before 
allowing it to enter the cistern ? 



92 State Course Study in Domestic Science 

Drinking Cups. 

1. Is the common drinking cup used in your school or town? 

2. Do you use your own drinking cup, thus making it less 
possible for you to get infectious diseases ? 

References. 

Food and Sanitation: Forester and Weigley. 

House Sanitation : Marion Talbot. 

Bulletins: Modern Conveniences for the Farm Home. 

Farmers' Bulletin 270. 
"Water Supply, Plumbing, and Sewage Disposal for 

Country Homes. Agriculture Bulletin 57. 

(9) Air for the House 
Problems. 

1. Are there special devices in your school for keeping a 
fresh circulating supply of air in the various rooms? Examine 
and find out how it is operated. 

2. Draw a plan of your sleeping room, showing how you get 
a large amount of fresh air. 

Questions. 

1. Are there windows on different or opposite sides of the 
different rooms in your house? 

2. Is there an outlet for impure and overheated air as well 
as an inlet for fresh air provided for in your school or home? 

3. Can all the windows be lowered from the top and raised 
from the bottom? 

4. Do you sleep with your windows open? 

5. Do you watch the thermometer to know if the average 
temperature is from sixty-eight to seventy degrees Fahrenheit? 

6. Is there enough moisture provided so that the air does not 
cause the skin and mucous membrane of the nose and throat to 
be sensitive to cold? 

7. Is the air kept circulating, avoiding a feeling of depres- 
sion? 

8. Do you air the house every day in winter? 

9. Do you keep the doors between the kitchen and other rooms 
closed to prevent odors from getting into the house? 

10. Are the windows or transoms on different sides of the 
kitchen arranged to carry off odors and steam ? 



Planning, Care and Furnishing of Home 93 

11. Are the clothes closets aired frequently? 

12. Does your schoolroom have a fresh supply of air between 
each intermission, if not otherwise ventilated? 

13. Do you notice an unpleasant odor in the schoolroom when 
you come in from out of doors? 

14. Do you assist in the airing of the schoolroom between in- 
termissions ? 

15. Is your schoolroom closed at night with the impure air 
of the day still in it? 

16. If your school is in a one-room building, could you help 
the teacher make a window board which would deflect the air up 
and not directly on the pupils? 

17. Do you live and sleep as much as possible out of doors 
where there is a good circulation of air, keeping your skin in a 
condition which will resist cold? 

References. 

House Sanitation : Marion Talbot. 
Food and Sanitation: Forester and Weigley. 
Bulletin: Housekeeping and Sanitation for Rural Schools. 
Hampton Institute, Hampton, Virginia. 

(10) Removal of Wastes 
Problems. 

1. Find out how the wastes in your locality are disposed of. 

2. Of what do these wastes consist? Are the wastes put to 
profitable uses? 

Questions. 

Kitchen Wastes or Garbage. 

1. Is the garbage from the kitchen kept in a covered gal- 
vanized iron pail to prevent exposure to the sun and flies? 

2. Are these pails emptied and washed out daily? When not 
in use do they get a sun bath ? 

3. Is the waste fed to the pigs or chickens or is it burned? 

4. Do you have a place to keep old tin cans for the junk ped- 
dler, where the cans will not collect water and furnish a breeding 
place for mosquitoes and other insects? 

5. Are your backyards kept free from ashes, tin cans, old 
iron, broken furniture, old shoes, paper, etc? Do you bum as 
much of this material as possible? 



94 State Course Study in Domestic Science 

6. Do you keep the ashes free from organic matter — decayed 
vegetables, etc. — that they may be used for walks or to fill in low 
places ? 

Sewage. 

1. Is the sewage from the house taken care of through a 
plumbing system or in the privies? If a privy is used are the 
flies kept away from the vault or pails by screens? Are the covers 
to the seats kept on? 

2. Is there a pail of dry dirt or lime in the privy to be 
sprinkled in the pails and vaults each day? 

3. Are the pails or vaults emptied often? 

4. Is it emptied in a place where the sun will disinfect it 
soon and where the rain will not wash it into the source of water 
supply, yours or your neighbor's? 

5. When the vaults are cleaned is the refuse taken to a field 
where there is no garden truck or fresh fruit grown which might 
become contaminated with disease germs from the wastes? 

References. 

House Sanitation: Marion Talbot. 

Bulletin: The House Fly as a Carrier of Disease. Hampton 
Institute, Hampton, Virginia. 

(11) Furnishing a House 
Problems. 

1. Find pictures of furniture in magazines or send to a furni- 
ture dealer for catalogue. Study good and bad furniture. 

2. Select furniture for living room, bed room, dining room, 
and hall which would be substantial, appropriate for the room, and 
easy to clean or dust. 

3. Of what woods is furniture made? How is furniture man- 
ufactured ? 

4. Arrange furniture on piece of paper such as you think 
appropriate for a living room, dining room, bed room, and hall. 

(a) Furniture 

1 . Has the quality, durability, ease of cleaning, as well as use- 
fulness and beauty been considered in the choice of furniture? 

2. Has care been taken to avoid the overcrowding of the room 
with furniture? 

3. Has soft wood, inexpensive furniture, well stained or good 



Planning, Care and Furnishing of Home 95 

willow and rattan which can be colored to correspond with other 
furnishings been chosen in preference to cheap varnished pieces? 
4. Has the furniture for different rooms been chosen to har- 
monize with the woodwork or predominating tone of the room? 

References. 

Shelter and Clothing: Kinne and Cooley. 

The House : Isabel Bevier. 

Bulletins: Selection of Household Equipment. 

Department Agriculture, Year Book 1914. 
Household Furnishing. 

Cornell Reading Course, Farmhouse Series No. 2. 

(b) Bedroom 
Problems. 

1. Make a list of the things necessary to fit out a bed. 

2. What does it cost to fit out a bed? Include two pairs of 
sheets and pillow cases. 

3. Learn how to make a bed and then practice the correct 
way in making your own bed. 

4. Make a list or find pictures of various kinds of springs. 
Of mattresses. Compare cost. 

5. What materials are used to fill a mattress? 

6. What kinds of coverings are used on a bed? Find the 
cost of each. 

Questions. 

1. In your list of things necessary to furnish a bed, were the 
covers chosen washable and light in weight? Are they of a ma- 
terial to insure good ventilation? Wool blankets or comforts are 
best. 

2. Was the material chosen for the bedspread of some ma- 
terial easy to launder — a dimity, counterpane of chintz or linen 
with cover for pillows of the same goods? 

3. When you make your bed do you place the lengthwise crease 
of the sheet in the center of the bed? 

4. Is the sheet placed so as to make the extra turning in at 
the bottom and top? 

5. Is the wide hem at the top and the narrow at the bottom? 

6. Is the top sheet put with the wrong side of the hem to 
the right side of the under sheet so that when the top sheet is 
turned over the covers, the right side of the hem is out? 



96 State Course Study in Domestic Science 

7. After the under sheet is placed on the bed is it turned 
under at the top and bottom, the corners mitered and turned under 
the sides, making the sheet smooth and free from wrinkles? 

8. Is the blanket or comfort slipped down a foot from the 
head and the sheet turned over the edge? 

9. Is it folded under the bottom, mitered at the corners, and 
folded under the sides the same as the sheets? 

10. Is the spread put on evenly and smoothly? 

11. Are the pillows laid flat at the head or bolstered against 
the head of the bed? 

12. When you get up in the morning do you throw the covers 
over the foot of the bed, folding them so they do not touch the 
floor, and then allow the bed to air for at least a half hour before 
making ? 

References. 

The Healthful Farm House : Helen Dodd. 
Bulletin : Household Furnishing. Cornell Reading Course. 
Farmhouse Series, No. 2. 

(c) Rugs 
Problems. 

1. Find illustrations of different kinds of rugs, including 
good home made rugs. 

2. Of what materials are rugs made? How are they made? 
Compare cost. 

Questions. 

1. Have rugs been chosen because of ease of moving and 
cleaning ? 

2. Have plain rugs or those with two tones of the same color 
or small inconspicuous designs been selected ? 

3. Do you use rugs in your bedroom which do not show lint 
easily and which can be taken out and dusted frequently? 
(Home made rugs are good for a bedroom.) 

References. 

Bulletins: Selection of Household Equipment. 
Household Furnishing. Cornell. 



Planning, Care and Furnishing of Home 97 

(d) Curtains 
Problems. 

1. Get samples of materials suitable for curtains. 

2. Estimate the cost of curtains made from the various 
materials. 

Measure a strip of the curtain material before washing. Wash 
strip, measure again, and estimate how much your curtains will 
shrink when laundered. 

Questions. 

1. Are the curtains of some sheer soft material, like net, 
dotted Swiss, or cheese cloth, rather than cheap, undesirable imi- 
tation lace? 

2. Is the pattern easy to launder? 

3. In estimating the length of the curtain did you make al- 
lowance for shrinkage when laundering? 

References. 

Shelter and Clothing: Kinne and Cooley. 
Bulletin: Selection of Household Equipment, U. S. Dept. 
Agriculture Year Book 1914. 

(e) Kitchen Utensils 
Problems. 

1. List different metals used to make kitchen utensils. 

2. Study characteristics of different metals used for making 
cooking utensils. 

3. Find cost of different kinds of cooking utensils. 

4. Try cleaning sliver by putting a few pieces at a time into 
a bright tin or aluminum vessel which contains a solution of baking 
soda and salt — one tablespoon each to one quart of water. 

5. What utensils are best adapted to the different processes of 
cookery? See bulletin — Choice and Care of Utensils. 

6. Find different ways of cleaning utensils. 

Questions. 

1. What materials are best for different cooking purposes? 

2. Which materials are easiest to keep clean? 

3. If the tarnish was not entirely removed in the solution in 
the tin or aluminum vessel, did you try to brighten it with a soft 
cloth? 

7^5321 



98 State Course Study in Domestic Science 

4. After studying the care of different utensils, did you try 
in your own home the different ways of cleaning suggested, to prove 
that they were really effective ? 

References. 

Foods and Sanitation: Forester and Weigley. 
Bulletin : Choice and Care of Utensils. Cornell University 
Reading Course, Farm House Series No. 5. 

(12) Cleaning of the House 
Problems. 

1. Plan the steps you would take in cleaning a room, from the 
gathering together of materials for cleaning to the putting of 
the room in order. 

2. After planning the work of cleaning various rooms, test 
your plan by actually working it out at home or by cleaning the 
schoolroomi 

3. Make a plan for the dairy care of a room. 

Questions. 

1. After you have planned the routine work and actually 
worked it out according to your plan, did you find that it as- 
sisted you in doing the work faster and easier? 

2. Does the systematizing of your work leave you more time 
for other things you wish to do? 

3. Did you find that the daily care of your room lessened the 
weekly care? 

4. In sweeping or cleaning a room do you open the windows 
first? 

5. In sweeping your room do you use some material to keep 
the dust from flying, as damp bits of paper or tea leaves? 

6. When you dust a room do you use a damp cloth or pre- 
pared dust cloth which collects the dust rather than scattering it 
around the room to lodge in another place ? 

7. Do you dust the walls and woodwork frequently? 

8. Do you dust the walls before you sweep the floor? 

9. Do you take down the pictures, or if not taken down, do 
you cover them before brushing the walls or ceiling? 

10. Do you clean and dry your cleansing utensils before put- 
ting them away in a cleaning closet or the regular place for keep- 
ing them ? 

11. Is your schoolroom floor kept oiled to prevent the flying of 
dust when sweeping? 



Planning, Care and Furnishing op Home 99 

12. Do you air your bedroom daily? 

13. Do you air and make your bed at a regular time each 
day? 

14. Do you dust your bedroom frequently, keeping it sweet 
and tidy ? 

15. When you remove your clothes at night do you hang 
them up or smooth them out so that they are not wrinkled, but 
well aired, and easy to get into in the morning? 

16. Do you put the dining room in order after each meal ? 

17. Do you remove the tablecloth between meals? 

18. Do you remove all the dishes containing food to the cup- 
board or ice chest? 

19. Do you thoroughly scrape the dishes and stack them before 
beginning to wash? 

20. Do you put dishes which have contained egg, dough, etc., 
to soak in cold water and dishes in which there has been syrup or 
fats in hot water? 

21. Are the cooking utensils used for cooking put to soak in 
water as soon as food is removed from them? 

22. Do you thoroughly wash and rinse the dishcloth after 
each washing of dishes? 

23. Do you rinse out the dish towels and hang them up to 
dry after wiping the dishes? 

25. Are you careful in cleaning your enamel sink not to use 
a gritty material or a substance which contains much acid or 
strong alkali which would injure the enamel? 

26. Do you give the ice box a thorough cleaning at least once 
a week, removing the ice and all the food and washing out the box 
and drain with hot water and soda or ammonia water? 

27. Is the bread box or jar washed out twice a week, dried 
and sunned before putting in more bread? 

28. Are the foods put back into the ice chest or cupboard on 
clean dishes ? If in the cupboard is the food covered ? 

29. If food should mold, are you careful in disposing of it to 
prevent the scattering of the mold spores around the room to lodge 
on some other food, thus molding it? 

30. Do you give the same attention to cleaning the cellar you 
do to other rooms in the house? 

31. Is it kept free from decaying vegetation? 

32. Is it kept dry and well aired, preventing the growth of 
molds on shelves and food? 

33. Are the wash basins, stool, and bath tub cleaned daily ? 



100 State Course Study in Domestic Science 

34. Do you use the same precautions in cleaning the enamel 
of the bath room you do in cleaning the sink in the kitchen ? 

35. Is the material in the stool porcelain or enamel? If it 
is porcelain it may be cleaned with an acid — dilute hydrochloric. 

36. Do you rinse the basin and bath tub after using them? 

37. Do you keep a small bottle of kerosene in the bath room 
and near the kitchen sink to clean the enamel ? 

38. Are there cleaning utensils, clothes, and brushes kept in 
a convenient place for cleaning the bath room? 

39. If there is no bath room, are the wash bowl and pitcher 
kept clean ? Kerosene may be used for this also. 

40. Do you hang your wash cloth up to dry after using ? 

41. Do you fold your towel and hang it up ? 

42. Do you keep the slop jar emptied and aired each day ? 

References. 

Foods and Sanitation: Forester and Weigley. 
Care of the House : T. M. Clark. 

Bulletins: Rules for Cleaning. Cornell Reading Courses, 
Farm House Series, No. 4. 
Housekeeping and Sanitation for Rural Schools. 
Hampton Institute, Hampton, Virginia. 

(13) Household Pests and Their Prevention 
Problems. 

1. Study the life history of the fly. See Household Insects 
and Methods of Control. 

2. Study the life history of the mosquito. 

3. Study the life history of the bed bug. 

4. Study the life history of the household ant. 

5. Study the life history of the clothes moth. 

Questions. 

1. Do you apply the knowledge, when necessary, that you 
learn concerning flies, mosquitoes, bed bugs, ants, and clothes 
moths to the control of such in your home ? 

References. 

Bulletins: Household Insects and Methods of Control. Cor- 
nell Reading Courses, Sanitation Series, No. 3. 
The House Fly as a Carrier of Disease. Hampton 
Institute, Hampton, Virginia. 



Planning, Care and Furnishing of Home 101 

(14) The Cleaning of Clothes 



Problems. 



1. Suggest ways in which soiled clothes may be dangerous to 
health. 

2. Make a list of necessities for a home laundry and estimate 
cost. 

3. Draw plan for laundry and show where stove, tubs, etc., 
should be placed for greatest convenience. 

4. List labor-saving devices which might be desirable. 

5. Review work in textiles on the nature of the cotton, linen, 
woollen, and silk fibers ? 

6. List common household alkalies and acids. 

7. Name soaps in most common use and find out how soap 
is made. 

8. List some of the kinds of blueing on the market. Get 
samples if possible. 

9. List methods of removing common stains, grass, coffee, tea, 
cocoa, iron rust, mud, etc,. 

10. List ways of making starch. 

11. Give the order in which clothes should be laundered. 
Give reasons. 

12. Find out approved methods and order of ironing and 
folding clothes. 

Questions. 

1. What effect have acids and alkalies upon the various fibers? 

2. What care then, should be taken of the laundering of these 
different fabrics? 

3. When using hard water do you use enough soap or washing 
powders to dissolve the precipitate, thus preventing the clothes 
from feeling gummy or looking as if they had not been washed? 

4. What alkalies did you find that softened the water? 

5. Did you thoroughly mix and cook the starch, preventing it 
from lumping and making it easy to iron without the starch stick- 
ing to the iron? 

6. Try the samples of blueing obtained and determine which 
give the best results. 

7. Try to remove some of the common stains according to 
the methods studied. 

8. Wash, iron and fold at home one starched piece and bring 
to the teacher for approval. 



102 State Course Study in Domestic Science 

References. 

Approved Methods for Home Laundering : Proctor and Gamble. 
Shelter and Clothing: Kinne and Cooley. 
Home Laundry Hints : Luther Ford & Co. 



(15) Household Accounts 
Problems. 

1. Keep an itemized account of the expenses of a home, in- 
cluding food, clothing, fuel, light, expense for school, church, 
entertainments, etc. If food is raised in the garden or on the 
farm estimate it in your account at market price. If your mother 
makes the clothing estimate the cost of making. 

2. At the end of the month balance up the different items as 
groceries, meat, milk, light, etc. 

3. Repeat problems one and two. 

4. Keep an itemized account of the money spent for your 
clothing, school, pleasures, church, charity, etc., for a number of 
months. At the end of a certain time estimate the total cost of 
each division. 

Questions. 

1. After keeping the household account for a certain period 
can you tell about what it costs to maintain a family in your 
locality ? 

2. If you had a certain sum of money to spend, would the 
keeping of personal accounts assist you in spending the money 
to the best advantage ? 

3. In looking over your accounts do you see where you 
could have managed and have had more benefit from the money 
spent ? 

4. Did you get your money's worth in all your expenditures, 
or did you find you spent too much for one item and not enough 
for another? 

References. 

Food and Household Management : Kinne and Cooley. 
Household Accounting Series: A. N. Palmer, Chicago. 



Planning, Care and Furnishing op Home 103 

6. special bibliography for a study of the planning, building, 
care and furnishing of a house 

Books 

Bevier, Isabel. The House, Its Plan, Decoration and Care. 
American School of Home Economics, Chicago. 1907. 
$1.50. 

Clark, Theodora M. The Care of a House. Macmillan Company, 
Chicago. 1903. $1.50. 

Dodd, Helen. Healthful Farmhouse. Whitcomb & Barrows, Bos- 
ton. 1908. 60c. 

Forester and Wrigley. Food and Sanitation. 

Kinne and Cooley. Shelter and Clothing. Macmillan Company, 
Chicago. 1913. $1.10. 

Kinne and Cooley. Foods and Household Management. Macmil- 
lan Company, Chicago. 1914. $1.10. 

Palmer, A. W. Household Accounting Series. A. W. Palmer 
Pub. Co., Wabash Ave., Chicago. 

Quinn, Mary Josephine. Planning and Furnishing the Home. 
Harper & Bros., New York. 1914. $1.00. 

Talbot, Marion. House Sanitation. Whitcomb & Barrows, Bos- 
ton. 1912. 80c. 

White, Chas. Elmer. Successful Houses and How to Build Them. 
Drawings by the author. Macmillan Company, Chicago. 
1912. $2.00. 

Bulletins 

Modern Conveniences for the Farm Home. Bulletin No. 270. U. 

S. Department of Agriculture, Washington, D. C. 1915. 

Free. 
Water Supply, Plumbing and Sewage Disposal for Country Home. 

Bulletin No. 57. U. S. Department of Agriculture, Wash- 
ington, D. C. Free. 
Selection of Household Equipment. Department of Agriculture 

Year Booh. U. S. Department of Agriculture, Washington, 

D. C. 1914. 
Household Decoration. Cornell Reading Courses, Farm House 

Series No. 1. Cornell University, Ithaca, N. Y. 
Household Furnishing. Cornell Reading Courses, Farm House 

Series No. 2. Cornell University, Ithaca, N. Y. 



104 State Course Study in Domestic Science 

Household Insects and Methods of Controlling Them. Cornell 
Reading Courses, Sanitation Series No. 3. Cornell Uni- 
versity, Ithaca, N. Y. 

Rules for Cleaning'. Cornell Reading Courses, Farm House Series 
No. 4. Cornell University, Ithaca, N. Y. 

Choice and Care of Utensils. Cornell Reading Courses, Farm 
House Series No. 5. Cornell University, Ithaca, N. Y. 

The Farm and House. Cornell Reading Courses, Farm House 
Series No. 6. Cornell University, Ithaca, N. Y. 

Cooking Lessons for Rural Communities. Hampton Institute, 
Hampton, Va. 

The House Fly as a Carrier of Disease. Hampton Institute, 
Hampton, Va. 

Housekeeping Sanitation for Rural Schools. Hampton Institute, 
Hampton, Va. 

Kitchens. Agricultural College Extension Bulletin. Columbus, 
Ohio. 

Planning and Equipping the Kitchen. Iowa State College, Agri- 
cultural Extension Department, Ames, Iowa. 1915-16. 

The Laundry. Cornell Reading Course, Farm Series No. 3. Cor- 
nell University, Ithaca, N. Y. 

Methods of Laundry Work. Proctor & Gamble, Cincinnati, Ohio. 

Home Laundry Hints. Luther Ford & Co., Minneapolis, Minn. 

C. COURSE OF STUDY IN DOMESTIC SCIENCE FOR THE 

HIGH SCHOOL 

1. Aim and Scope op the Work 

As already pointed out (See Introduction, pp. 7-13 above), the 
aim of the domestic science work is two-fold: (a) It should give 
young people a more intelligent appreciation for the occupation 
of home-making, and (b) It should, so far as possible, prepare 
them for efficient and economic work in the home. The occupation 
of home-making should be very carefully analyzed by the teacher 
to see what kind and amount of instruction is needed to fit young 
people for this line of service. The course should then be planned 
with a view of giving the kind of help that is needed to attain this 
result. There are five more or less distinct groups of problems 
with which the home-maker must deal : ( 1 ) The problem of pro- 
viding and preparing proper food. (2) The problem of making 
and taking care of clothing. (3) The care and upkeep of the 






Outline for Work in High School 105 

home. (4) The management or administration of the home. 
(5) The problem of making the home beautiful and attractive. 
Domestic science can not be successfully taught as a single sub- 
ject. Better results will be attained if the teacher will take up 
one of the fields of work indicated above and dwell on that group 
of problems until they have been mastered before another depart- 
ment of the work is taken up. 

No detailed course for the high school embodying all the prin- 
ciples and suggestions given in the introduction to this course of 
study has as yet been made out. The following outlines, together 
with the suggestions and helps given above must be taken as a 
guide until such time as a complete course of study properly ar- 
ticulated to the work done in the grades can be prepared. Teach- 
ers should read carefully the introduction to this State course of 
study before she plans or outlines her work. 

2. Amount of Work to Be Done 

All commissioned and certified high schools must provide at 
least a full year's work in domestic science. City schools and as 
many others as can do so should arrange to provide three or more 
years' work in domestic science, so that the girls desiring to fit 
themselves in the high school for the occupation of home-making 
would be given an opportunity to do so. 

3. Library and Laboratory Equipment Needed 

For official and required lists of library and laboratory equip- 
ment for the domestic science work in commissioned and certified 
high schools see Section D, pp. 114-124 below. 

4. Outline for a Course in Cooking and the Study of Foods 

a. Recitation work. 

1. The model kitchen. 

2. Methods of cooking, with definitions. 

3. Methods of cleaning a kitchen. 

4. Food and its uses to the body. 

5. Carbohydrate foods. 

6. Protein foods. 

7. Planning a meal. 

8. Serving a meal. 

9. Salads and desserts. 



106 State Course Study in Domestic Science 

10. Breads and bread-making. 

11. The use of left-overs. 

12. Furnishing a dining room. 

13. The care of the dining room. 

14. The duties of a hostess. 

b. Laboratory exercises. 

1. Discussion of cooking utensils. 

2. Canned fruits, preserves and jellies. 

3. Cooking of vegetables. 

4. Meats and their cookery. 

5. Quick breads. 

6. Yeast breads. 

7. Salads. 

8. Cakes. 

9. Desserts. 

10. Planning and serving a breakfast. 

11. Planning and serving a dinner. 

12. Refreshments to be used for parties. 

5. Outline for a Course in Sewing and the Study of Textiles 

a. Recitation work. 

1. The work basket. 

2. Definitions used in textile work. 

3. Cotton — its history and manufacture. 

4. A study of cotton materials. 

5. Linen — its history and manufacture. 

6. A study of linen materials. 

7. Wool — its history and manufacture. 

8. A study of wool materials. 

9. Silk — its history and manufacture. 

10. A study of silk materials. 

11. Rules for buying materials. 

12. Textile adulterations with tests for adulterations. 

13. Buying table linen. 

14. A discussion of carpets. 

15. Materials suitable for draperies in house furnishings. 

h. Laboratory exercises. 

1. Basting, hemming and running on simple garments and 

models. 

2. Seams. 



Outline for Work in High School 107 

3. Mending- and darning. 

4. Patching. 

5. Use of sewing machine. 

6. Cutting and making of simple undergarments and wash 

dresses. 

6. Suggestions for Course in Laundry Science 



(/. Recitation work. 


1. 


Reasons for washing clothes. 


2. 


Equipment for laundry work. 


3. 


Preparation of water. 


4. 


Soap — kinds and uses. 


5. 


Starch — making and use. 


6. 


Washing flannels. 


7. 


Laundering colored clothes. 


8. 


Laundering table linen. 


9. 


Laundering doilies and laces. 


10. 


Ironing. 


11. 


Folding ironed clothes. 


12. 


Care of laundered clothes. 



b. Laboratory work. 

Any place where laboratory work is possible it is a good 
thing to have demonstrations in methods of doing this work. 
Under other conditions the girl might do some of the work 
at home and bring it in for examination. 

7. Outline for a Study of the Care of the Home, Home Sani- 
tation and Home Hygiene 

a. Recitation work. 

1. Dirt and its dangers. 

2. Personal hygiene. 

a. Care of teeth. 

b. Care of nails. 

c. Care of skin. 

d. Care of hair. 

3. Using the body correctly. 

4. Clothes in relation to health. 

5. Fresh air and its relation to health. 

6. Contagious disease and its meaning. 

7. Laws governing quarantine. 



108 State Course Study in Domestic Science 

8. Emergencies. 

9. Rules for the sick room. 

10. Preparing the invalid's tray. 

11. Impure water and its dangers. 

8. Outline for a Course in the Planning and Furnishing op 

the Home 

a. Recitation work. 

1. House plans. 

2. Yards and gardens. 

3. Kinds of building material and their uses. 

4. Wall paper, paints, and stains. 

5. Carpets and rugs. 

6. Draperies. 

7. Buying furniture. 

8. Furnishings for the living room. 

9. Furnishings for the bed -room. 

10. Care of bedding. 

11. General rules for cleaning a house. 

12. Entertaining in the home. 

b. Laboratory work. 

Make collections of wall papers, carpet samples and cur- 
tain materials. Booklets may be made in which are placed 
pictures of both good and poor types of furniture. Com- 
positions should be written describing each room and its 
furnishings. 

Trips to a furniture store will make the work more in- 
teresting. 

D. LIBRARY AND LABORATORY EQUIPMENT NEEDED 
FOR DOMESTIC SCIENCE WORK 

1. Library Helps Needed for Work in Rural Schools 

The following reference books and library helps are needed by 
pupils and teachers in rural and town schools. The list on the 
particular topic taken up in the township or school should be sup- 
plied by the Trustee. There are many other good books besides 
those noted, but the following list will probably be as helpful for 
the teachers and pupils as any that can at present be procured. 
If all the books on the particular subject studied can not be pur- 
chased in one year, half might be purchased one year and half 



Library Helps for Rural Schools 109 

the next. The boys and some local carpenter could make a case 
for the books where they might safely be kept. Some schools, 
by giving entertainments, have made enough money to buy a good 
library and all the equipment needed for the demonstration and 
practice work undertaken. This may be done wherever absolutely 
necessary. It is expected, however, that the Trustee will provide 
all needed equipment. 

a. COOKING 

Helpful Texts 

Austin, Bertha J. Domestic Science Book 1 and 2. Lyons & 

Carnahan, Chicago, 111. 1914. 60c. 
Farmer, Fanny M. Boston Cooking School Cook Book. Whit- 
comb & Barrows, Boston, Mass. 1906. $2.00. 
Hill, Janet M. Practical Cooking and Serving. Whitcomb & 

Barrows, Boston, Mass. 1912. $1.50. 
Hill, Janet M. Up to Date Waitress. Whitcomb & Barrows, 

Boston, Mass. 1906. $1.50. 
Longworthy, C. F. Food Charts Showing Comparison of Food 

Materials. U. S. Department of Agriculture, Washington, 

D. C. $1.00. 
Kinne & Cooley. Foods and Household Management. Macmil- 

lan Company, Chicago, 111. 1914. $1.10. (Good reference 

for teachers.) 
Richards, Ellen H. First Lessons in Food and Diet. Whitcomb 

& Barrows, Boston, Mass. 1914. 30c. 
Williams & Fisher. Elements of the Theory and Practice of 

Cookery. Macmillan Company, Chicago, 111. 1911. $1.00. 

Farmers Bulletins 

The following bulletins may be obtained free for school libraries 
from the U. S. Department of Agriculture, Washington, D. C, 
until the first supply has been exhausted, then for 5c per copy : 

No. 142 — Principles of Nutrition and Nutritive Value of Food. 

No. 175 — Care of Food in the Home. 

No. 270 — Modern Convenience for Farm Home. 

No. 43 — Sewage Disposal on the Farm. 

No. 345 — Some Common Disinfectants. 

No. 459 — House Flies. 

No. 565 — Corn Meal as a Food and AVays of Using It. 

No. 389— Bread and Bread Making. 



110 State Course Study in Domestic Science 

No. 249— Cereal Breakfast Foods. 

No. 121 — Beans, Peas and Other Legumes as Food. 

No. 413— Care of Milk and Its Uses in the Home. 

No. 363— The Use of Milk as a Food. 

No. 34 — Meats, Composition and Cooking. 

No. 391 — Economical Use of Meat in the Home. 

No. 526 — Mutton and Its Value in the Diet. 

No. 487 — Cheese and Its Economical Uses in the Diet. 

No. 128 — Eggs and Their Uses as Food. 

No. 521 — Canning Tomatoes at Home and in Club Work. 

No. 359 — Canning Vegetables in the Home. 

No. 293— Use of Fruit as a Food. 

No. 256 — Preparation of Vegetables for the Table. 

No. 28 — Composition of American Food Materials. 

No. 203 — Canned Fruits, Preserves and Jellies. 

No. 342— A Model Kitchen. 

b. SEWING 

Helpful Texts 

Gibbs, Charlotte. Household Textiles. Whitcomb & Barrows, 

Boston, Mass. 1912. $1.25. 
Kinne & Cooley. Shelter and Clothing. Macmillan Company 

Chicago, 111. 1913. $1.10. 
Woolman, Mary S. Sewing Course for Schools. Whitcomb & 

Barrows, Boston, Mass. 1908. $1.50. 
Woolman & McGowan. Textiles. Whitcomb & Barrows, Boston, 

Mass. 1913. $2.00. 

Farmers Bulletins 

No. 185 — Beautifying the Home Grounds. 

No. 270 — Modern Home Conveniences on the Farm. 

No. 274— Flax Culture. 

No. 302— Sea Island Cotton. 

No. 601— New Method of Cotton Culture. 

c. LAUNDRY 

Balderston & Limrick. Laundry Manual. Whitcomb & Bar- 
rows, Boston, Mass. 1909. 54c. 

Cornell University. The Laundry. Bulletin Cornell University, 
Ithaca, N. Y. 



Laboratory Equipment for Rural Schools 111 

Proctor & Gamble. The Laundry. Proctor & Gamble, Cincinnati, 

Ohio. (Free.) 
Sheppard, J. L. Laundry Work. Whitconib & Barrows. 1909. 

60c. 

d. SANITATION AND HYGIENE 

Dodd, Helen. Healthful Farmhouses. Whitconib & Barrows, 
Boston, Mass. 1908. 60c. 

Richards, E. H. Cost of Shelter and Cost of Cleanliness. Whit- 
conib & Barrows, Boston, Mass. 1904. $1.00 each. 

Talbot, Marion. House Sanitation. Whitconib & Barrows, Bos- 
ton, Mass. 80c. 

e. CARE, MANAGEMENT AND BEAUTIFICATION OF HOME 

Bevier, Isabel. The House. Its Plan, Decoration and Care. 
American School of Home Economics, Chicago, 111. 1907. 
$1.50. 

Clark, Theodora M. Care of a House. The Macmillan Company, 
Chicago, 111. 1903. $1.50. 

Daniels, F. H. Furnishing a Modest Home. Whitconib & Bar- 
rows, Boston, Mass. 1908. $1.00. 
See also special list of Bulletins and books helpful for a study 

of planning, care and furnishing of the House, pp. 103 and 104 

above. 

2. Laboratory Equipment Required for Domestic Science 
Work in Rural Schools 

Three lines of domestic science work may profitably be under- 
taken in a Rural school. (1) A study of the care, decoration, 
planning and sanitation of the home. (2) A study of textiles 
and practice work in sewing. (3) The experimental study of 
foods or demonstration and practice work in cooking. 

a. STUDY OF PLANNING, CARE, UPKEEP AND MANAGEMENT OF HOME 

For a study of the home, its plan and care, home sanitation, 
etc., no equipment, aside from the books and bulletins listed above 
for this subject, is required. 

b. STUDY OF TEXTILES AND PRACTICE WORK IN SEWING 

A study of clothing and practice work in sewing may be under- 
taken where the teacher is qualified to give the instruction and 



112 State Course Study in Domestic Science 

where there is space for the class work. The necessary equipment 
for this work in sewing can be purchased for $8.25 — as follows : 

1. A board top kitchen table $1.25 

2. Cupboard space to keep the pupils' work is necessary. 
Shelves and pasteboard boxes may serve the purpose, but it would 
be better to build a case for the books and materials used. 

3. Each girl should furnish scissors, a thimble, a paper of 
needles (6-10) and a private sewing bag. 

4. The books and bulletins listed above for the study of sewing 
should be provided for the use of the pupil and teacher. These 
will cost $7.00. 

c. study of foods and cooking 

Two sorts of work in cooking may be done. (1) An experi- 
mental study of foods and their preparation at school, followed by 
practice work at home along the lines of study taken up in the 
school. (2) Demonstration and practice work in cooking. The 
former can be done in any rural school if the teacher is interested 
and has had some training, or will work out the problem for her- 
self. Practice work can not he successfully done unless a sepa- 
rate room or compartment can he fitted up for the cooking. 

(1) Equipment Needed for Experimental Study of Foods. 
For the experimental study of foods the following equipment is 
needed : 

1. A stove or alcohol burner. If a heater has already been 
installed a small stove might be placed near the other stove and 
connected with the same chimney. Where this can not be done 
the regular stove or an oil or alcohol burner must be used for the 
experimental work, and only such lessons and work should be un- 
dertaken as can be successfully carried on with this equipment. 
An oil or alcohol burner can be purchased for about 25c. The 
necessary test tubes and other materials required for experiments 
may be secured as needed. The entire cost for this type of work 
need not exceed $10.00 for the school term. 

2. A home-made tireless cooker or hay box may be made by the 
teacher and boys. See Farmers Bulletin No. 296, U. S. Depart- 
ment of Agriculture, Washington, D. C. 

3. The bulletins and books listed above, or as many of them 
as it is possible to buy, should be purchased for the school library. 
The entire list only costs $8.90. 

4. A wooden cabinet with shelves to hold the utensils used 



Laboratory Equipment for Rural Schools 113 

for demonstration or practice work in cooking should be pro- 
vided. The back of this cabinet should be solid to exclude dust, 
and there should be a door and enough shelves and space for the 
equipment purchased. This can be made by the teacher and the 
boys. If made by a carpenter it would cost about $7.00. 

(2) Equipment for Practice Work in Cooking. For practice 
or demonstration work in cooking a separate room or compartment 
should be provided, and the teacher must be qualified to give the 
instruction. Some rural schools have fitted up an annex for this 
work. The necessary equipment for practice work in cooking can 
be purchased for $10.00 to $12.00 and should consist of the fol- 
lowing: 

1 Oil stove. 

1 Oven for stove. 

1 Work table. 1 

1 Stew kettle. 

1 Double boiler. 

1 Glass measuring cup. 

4 Table spoons. 

6 Tea spoons. 

1 Spatula. 

1 Metal knife. 

6 Knives and forks. 

2 Metal forks. 

2 Pint mixing bowls. 
1 Bread bowl (2 qts.). 

1 Drinking glass. 

2 Plates, 6-inch. 

4 Thick white plates. 

6 White cups and saucers. 

1 Wooden spoon. 

1 Pie pan. 

1 Frying pan. 

1 Tin lid. 

2 Dish pans. 

1 Rolling pin. 

2 Paring knives. 

1 Dover egg beater. 
1 Wash basin. 



1 A box may be secured which will serve both for a table and place for storing 
the materials and utensils. 

8—5321 



11.4 State Course Study in Domestic Science 

1 Flour sifter. 

1 Soap dish. 

1 Garbage pail with tight cover. 

3. Laboratory Equipment Needed for Domestic Science Work 
in Town and City Schools 

a. necessary rooms and equipment for sewing 

1. There should be a separate room, well ventilated and 
lighted (not in basement) and fitted up with suitable tables, 
chairs, cases for materials and first class sewing machines. When 
this can not be done sewing tables and chairs should be placed in a 
suitable recitation room adapted to the sewing work. 

2. There should be one machine to each four girls in the class. 

3. There should be enough drafting and sewing tables to ac- 
commodate the class. These tables should be 3x6 or 7 ft. long and 
30 inches high. They should be made, or purchased, so they will fit 
into the room. 1 

4. The sewing room should also be provided with individual 
lockers about 9 inches high, 15 inches wide and 24 inches deep, 
with hinged doors and locks, built 8 lockers high. Instead of these 
lockers pasteboard boxes for taking care of the students' work 
between classes may be used and stored on shelves. These lockers 
or shelves can in most cases be made by the boys in the woodwork- 
ing class. 

5. There should also be a fitting room provided with a mirror 
for the dressmaking class, or one corner of the room, about 6x10 
ft., curtained off for the purpose. 

6. A small sink for water supply is desirable and an ironing 
board, irons and the means of heating the irons is necessary. 

7. There should be a teachers' cabinet for materials. This, 
too, might be made by the woodworking class. 

8. Each girl should provide herself with an individual equip- 
ment, consisting of scissors, thimble, tape, emery ball, needles 
(6-10) and a private sewing bag or box. 

9. There should be one pair of cutting shears. 

10. There must be enough individual straight-backed chairs 
of the right heights to accommodate the class. 

11. The sewing room must be well lighted and ventilated, and 



1 For suggestions and plans for arranging tables, machines, display cases, etc., 
in the sewing room, apply to Vocational Division, Department of Public Instruction, 
Indianapolis. 



Laboratory Equipment for City Schools 115 

should be provided with artificial light for dark days. If a sepa- 
rate room can not be provided a regular class room may be fitted 
up with tables and the necessary equipment, or better still, a mod- 
ern house or flat, convenient to the school, may be rented for all the 
domestic science work. 

The total cost of equipment for sewing will, of course, depend 
upon the size of the classes to be accommodated and upon the 
type of equipment purchased. The total cost of the cheapest equip- 
ment for individual work in sewing for a class of 16 would be 
about $150.00. The medium priced equipment would cost about 
$357.00. Expensive equipment would cost $600.00. 

The following is a complete list of equipment needed in sewing 
for a class of sixteen : 

Cheap. Medium. Expensive. 

4 Sewing machines (each) $12 00 $25 00 $45 00 

1 Mirror 7 50 10 00 20 00 

1 Ironing board 150 150 3 00 

2 Irons for pressing (each) 25 60 3 00 

1 Cabinet for materials 25 00 35 00 57 00 

8 Sewing tables (each) 6 00 18 00 30 00 

16 Straight-backed chairs (each) . . 1 00 3 00 4 00 

1 Cutting shears 50 75 120 

1 Students' storage case. . (Pasteboard boxes) 7 50 16 00 

1 Cutting table 4 00 10 00 16 00 

Total $151 00 $357 75 $603 20 

b. NECESSARY ROOMS AND EQUIPMENT FOR COOKING 

Equipment for instruction in cooking may be very cheap, of 
medium cost or expensive. There can be no question but that good 
equipment, wisely purchased, is most economical, but it is better 
to start the work with the cheaper equipment than to delay its 
introduction. 

The cheapest desk is the kitchen table; the other types of 
desks are made to order according to designs which may be planned 
by the teacher and school authorities and are usually purchased 
from commercial concerns. 

Cupboards for holding extra utensils are necessary, unless there 
is ample closet space. These may consist of rough board shelves 
or finely polished cabinets. 

Where possible, a small gas or coal oil hot plate and individual 
ovens should be supplied to each pupil. A large range is desirable, 



116 State Course Study in Domestic Science 

though not absolutely required to begin the work. Even where 
there is great need of economy, each student should have some 
means of cooking at her desk. A bunsen burner, a tripod, a piece of 
wire gauze and rubber tubing can all be purchased for 35 cents, 
and with these it is possible to do much cooking. Of course, a 
range with an oven would be necessary under these conditions. 

The total cost of the cheapest equipment for individual work 
for a class of 16 to 20 would be about $105.00. The medium priced 
equipment would approximate $360.00 in cost. The expensive 
would cost from $570.00 to $650.00. 

(1) General Equipment for Cooking 

Cheap. Medium. Expensive. 

1 Range $25 00 $45 00 $65 00 

Cupboards for supplies and equip.. . 3 00 20 00 50 00 

1 to 4 Sinks (each) 3 50 8 50 40 00 

1 Supply table 125 2 50 10 00 

1 Refrigerator 9 00 25 00 40 00 

1 "Window box for cold storage To be made by the boys 

6 Supply cans 15 50 50 

8 Jars for supplies 06 22 22 

4 Large mixing bowls 9" to 11" . . 25 40 40 

2 Large stew kettles 12" to 14" 40 75 1 40 

1 Frying pan and wire basket for- 

same 10 10 10 

1 Bread knife 45 45 1 00 

2 Extra paring knives 10 15 15 

1 Medium coffee pot 35 75 125 

1 Tea pot 35 75 125 

1 Roaster 1 25 1 25 1 25 

4 Pie tins (large) 05 05 25 

4 Bread pans (large) 10 25 50 

1 Steamer 75 75 75 

1 Meat grinder 60 125 150 

2 Chopping bowls and knives 50 50 50 

1 Large pitcher 35 35 1 00 

1 Garbage can 25 1 00 1 50 

1 Flour sifter 10 10 10 

1 Can opener 10 10 15 

1 Lemon squeezer 10 10 50 

1 Butcher knife 45 75 125 



Laboratory Equipment for City Schools 117 

Cheap. Medium. Expensive. 

1 Large earthen baking dish $0 25 $1 00 $2 50 

1 Broom 25 50 75 

1 Dust pan 10 20 25 

1 Ice cream freezer (desirable) . . 1 75 1 75 

(2) Group Equipment 

(ONE SET FOR EACH TWO GIRLS) 

1 Work table (2 spaces) $1 25 $16 00 $25 00 

1 Oven . . 1 50 2 75 

1 Dover egg beater 10 10 10 

1 Grater 05 10 10 

1 Cake pan (individual) 05 10 20 

1 Puree seive . . 06 06 

1 2£" Cruller cutter 02 05 05 

1 Gem tin (4 muffins) 05 10 20 

1 Double boiler 50 75 75 

1 Each, salt and pepper shakers. ... . . 10 25 

1 Scrubbing brush 03 03 03 

1 Soap dish 05 15 35 

1 Match box 05 15 25 

1 Bread board 25 Comes with desks 

(3) Individual Equipment 

(ONE SET FOR EACH GIRL IN CLASS) 

Cheap. Medium. Expensive. 

1 Individual hot plate $ 35 $1 00 $1 50 

1 Utility plate 05 10 25 

1 Dish pan (2 gallons) 20 20 35 

1 Pt. tin (small) 05 05 05 

1 Loaf bread pan (small) 05 10 10 

1 Sauce pan 1-1 J qts. (enameled) .... 15 20 50 

1 Rolling pin 10 25 25 

1 Asbestos mat 03 05 05 

1 Dinner plate 05 15 15 

1 Wooden spoon 05 12 12 

1 Cup and saucer 10 25 25 

1 Standard measuring cup (glass).. . 05 15 15 

1 Knife and fork 10 25 25 

1 Spatula 25 45 45 

2 Tea spoons 01 10 10 



118 State Course Study in Domestic Science 

Cheap. Medium. Expensive. 
1 Table spoon $0 10 $0 15 $0 15 

1 Silver knife and fork (desirable for 

serving) 20 20 50 

2 White bowls (5" and 9") (each).. 08 08 08 

1 Mixing bowl 12 30 40 

1 Drinking glass (desirable) 02 05 10 

1 Iron frying pan 10 20 20 

1 Earthen baking dish 05, 10 10 

1 Individual hand towel (May be provided by pupil) 

2 Dish towels (May be provided by pupil) 

1 Stool 75 75 75 

Stools, tables, plumbing, artificial light, blackboards, china, etc., 
must be selected to conform with local conditions. Hot water is 
very necessary. Serving lessons necessitates dining table, chairs, 
linen. The arrangement of desks and furniture depends upon the 
size and lighting of the room. 

4. Library Helps for Domestic Science Work in Town and 

City Schools 

a. cooking 

Austin, Bertha J. Domestic Science. Lyons & Carnahan, Chi- 
cago, III. 1914. $1.10. 

Bailey, Edgar H. S. Source of Chemistry and Use of Food Prod- 
ucts. P. Blackiston & Co., Philadelphia, Pa. 1914. $1.60. 

Barrows, Anna. Principles of Cookery. American School of 
Home Economics, Chicago, 111. 1910. $1.25. 

Bevier, Isabel, Van Metey, A. R. Selection and Preparation of 
Foods. Laboratory Guide, Whitcomb & Barrows. Boston, 
Mass. 1910. 75c. 

Farmer, Fannie M. Boston Cooking School Cook Book. Little, 
Brown & Co., Boston, Mass. 1906. $2.00. 

Hill, Janet M. Practical Cooking and Serving. Doubleday, 
Page & Co., New York, N. Y. 1902. $2.00. 

Hill, Janet M. Up to Date Waitress. Little, Brown & Co., Bos- 
ton, Mass. 1906. $1.50. 

Hutchinson, Robert. Food and Dietetics. William Wood & Co., 
New York, N. Y. $3.50. 

Kinne & Cooley. Foods and Household Management. Macmil- 
lan Company, Chicago, 111. 1914. $1.10. 



Library Helps for City Schools 119 

Longworthy, C. F. Food Charts Showing Comparison of Food 
Materials. U. S. Department of Agriculture, Washington, 
D. C. $1.00. 

Norton, Alice P. Food and Dietetics. American School of Home 
Economics. 1907. $1.50. 

Richards, Ellen H. First Lessons in Food and Diet. Whitcomb 
& Barrows, Boston, Mass. 1904. 30c. 

Sherman, Henry C. Food Products. The Macmillan Co., Chi- 
cago, 111. 1914. $2.50. 

Snyder, Harry. Human Foods. The Macmillan Co., Chicago, 
111. 1908. $1.25. 

William, M. E., Fisher, K. R. Elements of the Theory and Prac- 
tice of Cookery. Whitcomb & Barrows, Boston, Mass. 
1901. $1.00. Postage, 10c. 

Wilson, L. L. W. Handbook of Domestic Science and Arts. The 
Macmillan Co., Chicago, 111. 1910. $1.00. 

Register of Foods. Shows by colors the elementary principles of 
over 100 foods— 13 | x 19". Whitcomb & Barrows, Boston, 
Mass. $1.00. 

b. CARE. MANAGEMENT AND BEAUTIFICATION OF THE HOME 

Bevier, Isabel. The House, Its Plan, Decoration and Care. 

American School of Home Economics, Chicago, 111. 1907. 

$1.50. 
Clark, Theodora M. Care of a House. The Macmillan Company, 

Chicago, 111. 1903. $1.50. 
Daniels, F. H. Furnishing a Modest Home. Whitcomb & Bar- 
rows, Boston, Mass. 1908. $1.00. 
Frederick, C. The New Housekeeping. Doubleday, Page & Co., 

Garden City, N. Y. 1913. $1.60. 
Irwin, Mary J. Planning and. Furnishing the Home. Harper & 

Bros., New York, N. Y. 1914. $1.00. 
Terrell, Bertha M. Household Management. American School 

of Home Economics, Chicago, 111. 1897. $1.25. 
See also special list of books and bulletins on this subject, pp. 
103-104 above. 

c. TEXTILES AND SEWING 

Oooley, Anna M. Domestic Art in Women's Education. Charles 
Scribners' Sons, Chicago, 111. 1911. $1.25. 

Dooley, Wm. H. Textiles. D. C. Heath & Co., Chicago, 111. 
1910. $1.00. 



120 State Course Study in Domestic Science 

Gibbs, Charlotte M. Household Textiles. Whitcomb & Barrows, 
Boston, Mass. 1912. $1.25. 

Kinne and Cooley. Skelter and Clothing. Macmillan Company, 
Chicago, 111. 1913. $1.10. 

Osburne, Leno. Food and Clothing. Row, Peterson & Co., Chi- 
cago, 111. 1914. 60c. 

Watson, Kate H. Textiles and Clothing. American School of 
Home Economics, Chicago, 111. $1.25. 

Woolraan, Mary S. Textiles. The Macmillan Co., Chicago, 111. 
1913. $2.00. 

Woolman, Mary S. Sewing Course for Schools. Whitcomb & 
Barrows, Boston, Mass. 1908. $1.50. 

Woolman and McGowan. Textiles. "Whitcomb & Barrows, Bos- 
ton, Mass. 1913. $2.00. 

Zipser, Julius. Textiles — Raw Materials and Their Conversion 
into Yarn. D. Van Nostrand Co., New York, N. Y. $5.00. 

d. LAUNDRY 

Balderston & Limrick. Laundry Manual. Whitcomb & Barrows, 
Boston, Mass. 1906. 50c. Postage, .04c. 

Proctor & Gamble. Laundry Manual. Proctor & Gamble, Cin- 
cinnati, Ohio. Free. 

Sheppard, J. L. Laundry Work. Webb Publishing Co., St. Paul, 
Minn. 1909. 60c. 

. The Laundry. Cornell University Bulletin, 

Ithaca, N. Y. 

e. SANITATION AND HYGIENE 

Bailey, E. H. B. Sanitary and Applied Chemistry. Whitcomb & 

Barrows, Boston, Mass. 1902. $1.00. 
Conn, H. W. Bacteria, Yeasts and Molds. Ginn & Co., Chicago, 

111. 1903. $1.00. 
Dodd, Margaret E. Chemistry of the Household. American 

School of Home Economics, Chicago, 111. 1907. $1.50. 
Dodd, Helen. Healthful Farmhouses. Whitcomb & Barrows, 

Boston, Mass. 1908. 60c. 
Elliott, S. Marie. Household Bacteriology. American School of 

Home Economics. 1907. $1.50. 
Elliott, S. Marie. Household Hygiene. American School of 

Home Economics, Chicago, 111. 1907. $1.50. 



Library Helps for City Schools 121 

Pyle, Walter L. Manual of Personal Hygiene. Whitcomb & 
Barrows, Boston, Mass. $1.50. 

Sherman, Henry C. Chemistry of Food and Nutrition. Macmil- 
lan Company, Chicago, 111. 1911. $1.50 (advanced work). 

Talbot, Marion. Bouse Sanitation. Whitcomb & Barrows. Bos- 
ton, Mass. 1912. 80c. 

/. DOMESTIC SCIENCE BULLETINS 

The following desirable bulletins may be secured for the school 
library at five cents each by writing to your Senator or Repre- 
sentative in Congress, or to the Secretary of the U. S. Department 
of Agriculture, Washington, D. C. 

(1) Farmers Bulletins 

No. 28. Composition of American Food Materials. 

No. 34. Meats, Composition and Cooking. 

No. 43. Sewage Disposal on the Farm. 

No. 85. Fish as Food. 

No. 93. Sugar as Food. 

No. 121. Beans, Peas and other Legumes as Food. 

No. 128. Eggs and Their Uses as Food. 

No. 142. Principles of Nutrition and the Nutritive Value of 

Food. 

No. 166. Cheese Making on the Farm. 

No. 175. Home Manufacture and Use of Unfermented Grape 

Juices. 

No. 182. Poultry as a Food. 

No. 183. Meats on the Farm, Butchering, Curing and Keeping. 

No. 185. Beautifying the Home Grounds. 

No. 203. Canned Fruits, Preserves and Jellies. 

No. 218. The School Garden. 

No. 241. Butter Making on the Farm. 

No. 249. Cereal Breakfast Foods. 

No. 256. Preparation of Vegetables for the Table. 

No. 259. Canning of Vegetables. 

No. 262. Water for Table Use. 

No. 270. Modern Home Conveniences on Farm. 

No. 274. Flax Culture. 

No. 293. Use of Fruit as Food. 

No. 295. Potatoes and Other Root Crops as Food. 

No. 302. Sea Island Cotton. 



122 State Course Study in Domestic Science 

No. 332. Nuts and Their Uses as Food. 

No. 342. A Model Kitchen. 

No. 345. Some Common Disinfectants. 

No. 359. Canning Vegetables in the Home. 

No. 363. The Use of Milk as a Food. 

No. 375. Care of Food in the Home. 

No. 389. Bread and Bread Making. 

No. 391. Economic Use of Meat in the Home. 

No. 413. Care of Milk and Its Use in the Home. 

No. 426. Canning of Peaches on the Farm. 

No. 459. House Flies. 

No. 478. How to Prevent Typhoid Fever. 

No. 487. Cheese and Its Economic Uses in the Diet. 

No. 521. Canning Tomatoes at Home and in Club Work. 

No. 526. Muttom and Its Value in the Diet. 

No. 541. Butter Making on the Farm. 

No. 565. Corn Meal as a Food and Ways of Using It. 

No. 601. New Methods of Cotton Culture. 

(2) Helpful College and University Bulletins 

The following bulletins may be obtained from the "Extension 
Department", Ohio State University, Columbus, Ohio. 

Home Makers' Reading Course 

The Care of Milk. 

Home Butter Making. 

The Kitchen. 

Cereals. 

Fruit and Vegetable Canning. 

Jellies, Jams, Preserves and Pickles. 

Bread and Bread Making. 

Sanitation. 

Sewing. 

Meat and Meat Substitutes. 

The following bulletins may be secured from Extension De- 
partment, Iowa State College, Ames, Iowa. 
Planning and Serving Meals. 
Bacteria and Ice Cream, No. 134. 
Healthful Homes. 

Planning and Decorating the Home Ground. 
Testing Dairy Cans. 



Library Helps for City Schools 123 

The following bulletins may lie secured from Illinois State Uni- 
versity, Urbana, 111. 

Principles of Jelly Making. 

Relative Economy, Composition and Nutritive Value of the 
Various Cuts of Beef, No. 158. 

Some Points on Choosing Textiles. 

Syllabus of Domestic Science and Art. Price 25c. 

The Judging of Bread. 

The following bulletins may be secured from the Extension 
Department, Purdue University, Lafayette, Ind. 
Some Points in Bread Making. 
Industrial Clubs and Contests. 
The School Lunch Box. 
Domestic Science in the High School. 
Domestic Science in Rural Communities. 
Elementary Sewing. 
Some Principles of Canning. 

The following bulletins may be secured by teachers or librarians 
from Cornell University, Ithaca, N. Y. 

The Cornell Reading Course 
The Laundry. 

Rules for Planning the Family Dietary. 
Choice and Care of Utensils. 

The Care and Feeding of Children, Parts 1 and 2. 
The Box Luncheon. 
Rice and Its Cookery. 
Human Nutrition, Parts 1 and 2. 
A Story of Certain Table Furnishings. 
A Canning Business for the Farm Home. 
Cost of Food. 

Reading in the Farm Home. 
Practical Housekeeping. 
Saving Strength. 

Insect Pests of House and Garden. 
Household Decoration. 
Household Furnishing. 
Saving Steps. 
The Farm House. 

Household Insects and Methods of Controlling Them. 
Hints for Choosing Textiles. 
Household Bacteriology. 



124 State Course Study in Domestic Science 

Special Bulletins 

Principles of Candy Making. University of Missouri, Columbia, 

Mo. 
Labor Saving Devices for the Farm Home. Utah State College, 

Logan, Utah. 
Hints on Clothing. Teachers College, Columbia University, New 

York, N. Y. 10c. 
The Feeding of Young Children. Teachers College, Columbia, 

University, New York, N. Y. 10c. 

For complete list for reference on Home-making subjects see 
B. R. Andrews' ' ' Education for the Home", Part IV. U. S. Bureau 
of Education. Bulletin, 1914, No. 39, Washington, D. C. 

5. Other Valuable Library Helps 

Helpful charts and diagrams may be secured from manufac- 
turers, Paint companies, Wall and Decorating companies, showing 
interior of homes, color schemes for decoration, the manufacture 
of cloth and other articles used in the home. These materials, if 
collected should be carefully preserved for observation and demon- 
stration purposes. 

A valuable device for teachers to have is a bulletin board for 
clippings pertaining to the home and home work, brought in 
by pupils and teachers for the benefit of the entire class. 

The following magazines give helpful suggestions and informa- 
tion on certain aspects of the home-making work: 

general 

Journal of Home Economics. Five Issues. Roland Park Branch, 

Baltimore, Md. $2.00. 
Good Housekeeping- Magazine. Monthly. Phelps Pub. Co., 381 

Fourth Ave., New York. $1.50. 

cooking 

Boston Cooking School Magazine. Monthly (except July and 
August). 372 Boylston St., Boston. $1.00. 

National Food Magazine. Monthly. 45 W. 34th St., New York. 
$1.00. 

Table Talk. Monthly. Arthur H. Christ Co., Cooperstown, N. Y. 
$1.00. 



Special Library Helps 125 

dressmaking 

American Modiste. Quarterly. 453 W. Van Buren St., Chicago. 

$1.50. 
Bon Ton. Monthly. Royal Pattern Co., 174 Fifth Ave., New 

York. $3.50. 
Criterion of Fashion, Monthly. 615 W. 43d St., New York. 50c. 
Delineator. Monthly. Butterick Pub. Co., New York. $1.50. 
Designer. Monthly. Standard Fashion Co., 12 Vandam St., New 

York. 50c. 
Elite. Monthly. Elite Styles Co., 54 W. 23d St., New York. 

$1.50. 
L'Art de la Mode. Monthly. Morse Broughton Co., 8-14 W. 

39th St., New York. $3.50. 
Ladies' Home Journal. Monthly. Curtis Publishing Co., Inde- 
pendence Sq., Philadelphia. $1.50. 
Le Costume Royal. Monthly. 285 Fifth Ave., New York. $3.50. 
Modern Priscilla. Monthly. Priscilla Pub. Co., 120 Boylston St., 

Boston. 50c. 
Vogue. Semimonthly. 443 Fourth Ave., New York. $4.00. 

MILLINERY 

Illustrated Milliner. Monthly. 656 Broadway, New York. $4.00. 
The Milliner. Monthly. 215 S. Market St., Chicago. $2.00. 
Milliner Trade Review. Monthly. 13 Astor PL, New York. 
$2.00. 

EMBROIDERY 

Home Needlework Magazine. Bimonthly. Florence Pub. Co., 
Florence, Mass. 75c. 

TEXTILES 

Posselt's Textile Journal. Monthly. 2159 N. 21st St., Philadel- 
phia. $2.00. 

American Silk Journal. Monthly. Clifford & Lawton Pub. Co., 
1 E. 28th St., New York. $2.00. 

BIBLIOGRAPHIES 

For further information concerning equipment and the laying 
out of Domestic Science laboratories consult: 
Kinne, Helen. Equipment for Teaching Domestic Science. 
Whitcomb & Barrows, Boston, 1911. 80c. 



126 State Course Study in Domestic Science 

Andrews, B. R. Education for the Home, Part 1, Introductory 
Survey and Equipment of Household Arts. U. S. Bureau 
of Education, Bulletin No. 36 and 37, 1914-15, Washington, 
D. C. 

O'Leary, Mrs. I. P. Cooking in the Vocational School. U. S. 
Bureau of Education, Bulletin 1915, No. 1 Washington, D. C. 



